AB86: Collaborating To Better Serve the Educational Needs of Adults
Santa Cruz County Adult Education Consortium
Final Regional Comprehensive Plan
March 1, 2015
Submitted by
Members
Cabrillo Community College
Santa Cruz City Schools
Pajaro Valley Unified School District
1 Table of Contents Overview of Consortium .................................................................................................................... 3 Organizational Structure, Decision-­‐Marking, Shared Leadership, Planning Process ........ 5 Member and Partner Organizations ....................................................................................................... 7 Communication ................................................................................................................................................ 8 Program Plan ......................................................................................................................................... 9 Objective #1: Evaluation of Current Offerings ............................................................................................. 9 Objective #2: Evaluation of Current Need .................................................................................................. 16 Demographic and Economic Profile of Region ................................................................................ 16 Objective #3: Plans for members and partners to integrate existing programs and create seamless transitions into postsecondary education in the workforce ............................................ 23 ESL Pathway ................................................................................................................................................... 23 Basic Skills Pathway .................................................................................................................................... 26 CTE Pathway .................................................................................................................................................. 29 Table 3.1: Implementation Strategies to Create Pathways, Systems Alignment and Articulation among Consortium Participants .................................................................................. 35 Objective #4: Plans to Address the Gaps ...................................................................................................... 38 Table 4.1: Implementation Strategies to Address Identified Gaps ......................................... 41 Objective #5: Plans to employee approaches proven to accelerate a student’s progress toward his or her academic or career goals .............................................................................................. 50 5.1 Work Plan for Implementing Approaches Proven to Accelerate a Students Progress toward his or her academic or career goals ..................................................................................... 52 Objective #6: Plans to collaborate in the provision of ongoing professional development opportunities for faculty and other staff ..................................................................................................... 54 Table 6.1 Current Professional Development .................................................................................. 56 Table 6.2 Collaborative Professional Development Plan ............................................................ 57 Objective #7: Plans to leverage existing regional structures, including but not limited to local workforce investment areas. .................................................................................................................. 59 Table 7.1 Leverage Resources ................................................................................................................ 62 ACKNOWLEDGEMENTS ...................................................................................................................................... 65 2 Santa Cruz County Adult Education Consortium Final Regional Comprehensive Plan Overview of Consortium The Santa Cruz County Adult Education Consortium is pleased to present its Final
Regional Comprehensive Plan. This plan was developed over the course of a year-long
collaboration between the following member agencies: Pajaro Valley Unified School
District, Santa Cruz City Schools and Cabrillo College and was joined by its partner
agencies representing ROP, CET, the Santa Cruz Center Literacy Project and the
Workforce Investment Board. Meetings were held every other week with 30-35 staff
participating at each meeting with 41 active members participating in the Consortium
efforts.
The SCCAEC Consortium has been joined in these meetings with community partners
representing ROP, CET, the Santa Cruz Center Literacy Project and the Workforce
Investment Board. As previously reported, the SCCAEC has hired an AB86 Consultant,
Rachel Perez, to coordinate and assist in the development of the Consortium’s Regional
Comprehensive Plan. As was also previously noted, Paul Downs, was engaged early on
to facilitate a discussion on the planning process and design options for the SCCAEC.
Downs was key in the formation of ALLIES (Alliance for Language Learners Integration,
Education and Success) and has worked with other consortia on their AB86 planning
processes. Perez currently serves on the ALLIES Steering Committee and works
closely in this capacity along with the group to bring together adult schools and
community colleges to meet the needs of adult English language learners in Santa
Clara and San Mateo Counties. ALLIES’ purpose is to accelerate student academic and
economic success through collaboration and alignment across two systems. These
goals are very similar to those of the AB86 Adult Education Planning Grant.
As the SCCAEC continued to meet and confer, discussion continued to focus on
feedback emerging as important and critical to the planning work that is proposed. This
feedback focused on future funding for adult schools and its uncertainty. Because these
programs were substantially reduced during the recession, future funding which
continues to be uncertain at this time, will have a direct impact on the adult schools
ability to perform their operations, provide and accommodate access to students, and
deliver effective programming in their communities. Insufficient funding limits the overall
effectiveness of the adult education programs. Since the adult schools continue to
provide most of the academic and career programming for adult learners in the
Watsonville, Pajaro and Santa Cruz areas there are needs arising from these financial
constraints that focus on student retention, wait lists, outreach, and the ability to
3 continue levels of service to adult learners. This Planning Process for many in the adult
schools has been difficult when future funding is uncertain and unclear because it does
not address how the institution will continue to provide these badly needed educational
services for adult learners or the question of how it might sustain itself overtime. As the
planning process develops, needs arising from these financial constraints will continue
to emerge.
Another challenge continued to surface as the group discussed integration and
alignment of the two systems was the impact that this alignment might have on the
AB540 students who have to fulfill a three-year requirement in a recognized adult school
program and receive a high school diploma or its equivalent. As the discussion evolves,
both systems are examining strategies to align disciplines that provide optimal learning
for students; however, this has posed unique challenges for the AB 540 students. For
example, if ESL high intermediate/advanced levels are offered at the community college
and lower levels offered at the adult schools, will this curriculum shift fulfill the threeyear requirement for these students?
In addition, at the direction of the President of Cabrillo College, Cabrillo continues to
explore the option of developing and implementing a Noncredit Program that would
augment and support the work of the Adult Education Schools and the College. It would
provide an opportunity for Cabrillo to develop an additional source of FTES and, further
the collaboration, linkages and articulation between adult schools/noncredit and credit to
grow programs and have better prepared students in the classroom. Relevant data
indicates a community need with 32% of Santa Cruz County households speaking a
language other than English in 2012. This is up from 28% in 2006. Other data shows
14% of county residents age 25 and above have less than a high school diploma, with
Watsonville and Pajaro having significantly higher percentages at 48% and 68%
respectively. This makes for a compelling reason to begin the process of exploring
noncredit at the postsecondary level. The process of developing the noncredit program
has made its way to college constituent groups and faculty meetings are currently being
held to assist interested faculty in developing appropriate curriculum.
Over the years there has been an increasing interest in noncredit programs shown by
the Academic Senate, the Chancellor’s Office, the Legislature, and other professionals
because of recent studies focusing on rapid demographic changes and the declining
educational levels that are impacting California society and its economy. Noncredit
instruction is viewed as a viable response to improving the educational opportunities for
many immigrant populations, the working poor, those underprepared for college-level
coursework, and for many who are not native English speakers. The proposal is being
presented and explored with the college constituent groups and making its way through
the Shared Governance process. There is much concern among the non-community
4 college members of the Consortium about the impact of the college offering instruction
that could potentially overlap with what the adult schools provide. The discussion on the
implications and its impact on the two institutions will continue to be discussed as
questions and details are resolved. Updates will continue to be shared with members of
the Regional Consortia and they are invited to participate in the noncredit orientations
and future College discussions.
Organizational Structure, Decision-­‐Marking, Shared Leadership, Planning Process Cabinet
Overall leadership is provided by a cabinet composed of the three superintendents of
the institutions currently offering adult education: Pajaro Valley Unified School District
(PVUSD), Santa Cruz City Schools district (SCCS), and Cabrillo Community College
District (CCCD). One of the Superintendents continues to attend the AB86 planning
meetings and participates in work group pathway development. Additional K-12
superintendents may join this cabinet. The cabinet provides strategic and policy
direction and serves as the final authority on the design of the planning process,
allocation of the planning budget, and reviews and approves planning documents and
resource requests submitted to the Chancellor’s Office.
The cabinet has committed to the following three principles:
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Design a county-wide system for providing adult education that best meets
the needs of adult education students.
Seek the engagement of a broad range of stakeholders in aligning, coordinating,
and integrating adult education services with the goal of increasing student
success.
Design for a level of service that is effective in serving students, sustainable with
the anticipated funding streams, and includes resources that support continuous
improvement of student learning outcomes.
As we continue to reach out to other school districts in the county and potential partners
in each of the pathways, it is possible that representatives from those agencies will be
invited to join the cabinet or working group (described below) depending on the
investments they commit to aligning with the plan.
Cabinet met during this last reporting period and was given an update on the work to
date of the AB86 work group and efforts to complete the Final Comprehensive Plan
Draft. It was decided to engage the Work Group for a meeting to discuss the focus, the
proposed Allocation Committee, Maintenance of Effort and other structures to support
the recommendations of the Final Comprehensive Plan. Discussion also focused on
those strategies to ensure following Cabinet principles.
5 Working Group
A Working Group composed of representatives from each of the three districts has the
primary responsibility for designing and coordinating the planning process. Decision
making by the Working Group is by consensus. When consensus cannot be reached,
the issue at hand is escalated to the cabinet for resolution. Agendas for the Working
Group and minutes are posted to the web and available to the public to ensure
transparency.
During this reporting period a meeting of the Work Group was held and it was mutually
agreed that the focus for the Consortium was on getting adults to employment and/or
continued education, on increasing technology as appropriate to student needs and on
the development of bridge for transitioning students between the adult education system
and Cabrillo College. An immediate proposal was for the acceptance of the
Maintenance of Effort funding and to use the next year for implementation and program
specifics outlined in the Final Regional Comprehensive Plan (FRCP). It was decided
that to ensure success of the FRCP it was necessary to hire an Executive Director to
steer the plan and assist districts with next steps. The ED would also concentrate on
transitions or pathways for bridging students between adult education programs and
Cabrillo College and/or employment, creating and providing a foundation for
documentable outcomes and student success.
Pathway Planning Teams – Faculty Engagement
The Working Group determined that the alignment and integration of services that we
seek could best be planned by focusing on pathways that served the primary objectives
of adult school students. Three pathways were identified:
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Basic Skills: serving students acquiring basic skills, often with the intention of
obtaining a high school diploma or GED, or preparing for entry into higher
education;
ESL: serving immigrants learning English for a variety of reasons including to
increase employability, enable career advancement, pursue higher education, or
increase the ability to support school age children;
CTE: serving students who wish to enter a career, advance in their career, or
prepare for higher education within a CTE pathway.
Pathway Planning Teams have been formed to develop plans for each of these
identified pathways and are comprised primarily of faculty representatives from each of
the three districts. Teams met four times to continue the creation of the three studentgoal oriented pathways in Basic Skills, ESL and CTE. Team facilitators worked with the
three pathway work groups to ensure spirited discussion on the seven objectives:
Rachel Mayo, Dean of Education Centers and Online & Innovative Learning, facilitates
6 the ESL Pathway, Rock Pfotenhauer, Dean of Career Education and Economic
Development facilitates the CTE Pathway and Rachel Perez, AB86 Consultant, the
Basic Skills Pathway. The key points that were considered for these student-goal
oriented pathways were the identification of current pathway alignment and/or
integration of the two systems and how to expedite the transition of adult learners to
postsecondary education or into the workforce. The group has completed its
discussions have been rich, thoughtful and informative. Faculty from both systems are
learning about the existence of various programs in each of the respective programs,
the unique challenges facing both and how to design and coordinate the planning
process to better serve students.
Member and Partner Organizations Cabinet and working group members have worked in collaboration to identify potential
partners in the work of the consortium. Among the more notable partnerships are the
Santa Cruz County College Commitment (S4C) and SOS: Second Opportunity for
Students. The S4C is a county-wide effort that includes K-12 school districts, Cabrillo
College, CSU Monterey Bay, San Jose State University, and UC Santa Cruz and aims
at getting students on a pathway to college and career, aligning efforts, removing
roadblocks and measuring success. Membership in S4C substantially overlaps with
membership in the Adult Ed Consortium. The Consortium has benefitted greatly from
the relationships established through working together on S4C projects. The SOS
program provided by Watsonville/Aptos Adult Ed and, housed at Cabrillo College,
serves at-risk students seeking to complete a high school diploma, GED or transition
into Cabrillo College. Partners involved in this program include the Watsonville/Aptos
Adult Ed., COE’s Alternative Education, Cabrillo College, Regional Occupational
Program (ROP), and Pajaro Valley Unified School District.
Other partnerships include those with the Workforce Investment Board (WIB), the Santa
Cruz County Human Services Department, the Center for Employment Training, the
County Office of Education, Shoreline Occupational Services and the Literacy Center,
all of which add additional expertise, instruction and services in areas of workforce
preparation, apprenticeship, as well as serving and working with at-risk populations,
basic skills and English language learners. Cabrillo has a program, Fast Track to Work,
jointly funded by the college, the WIB, and the Human Services Department that places
students in short-term, credit, FTES supported CTE programs and provides wraparound services to ensure student success. The relationships, practices, and business
model of this long-standing partnership is informing the development of our adult
education pathways.
7 Other partners that may join this effort include:
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Santa Cruz Volunteer Center Literacy Project
Santa Cruz County Sheriff’s Office - Rountree Medium Security Facility
Communities Organized for Relational Power in Action (COPA)
Santa Cruz County Business Council
Chambers of Commerce
Human Care Alliance
Walnut Street Women’s Center
Currently, Partners that have participated in the work group and pathway discussions
during this reporting period are the Center for Employment Training (CET), the Santa
Cruz Literacy Center Project, Live Oak Family Resource Center and the Workforce
Investment Board (WIB). Their contributions and participation continue to assist the two
educational systems by offering a unique perspective with their additional expertise in
working with at-risk populations, instruction and services in areas of workforce
preparation, apprenticeship and soft-skills education.
Communication The proposed project builds on a long history of cooperative effort among the Adult
Education Schools, Cabrillo College, and community partner agencies and to continue
this effort, communication, will play a key role in the ongoing work of the Consortium.
Communication with all school districts, adult education providers and other partner
organizations in the region will be important to advancing the collaborative approach to
adult education that the plan envisions. The dissemination of information will rely heavily
upon an already established network of partnerships with community based
organizations, business and industry, and social service organizations within the region
to get the word out and to recruit additional partners not already part of the regional
network.
Communication in the form of letters, emails, meetings, and orientations have been
ongoing since September 2013. All members are accessing a shared tool, Google
Drive, with topical folders in which completed documents have been posted and
documents-in-process can be accessed and edited by all members. Other methods of
communication are newsletters, fact sheets, social media and conventional methods of
dissemination of information through already existing partnerships, board meetings,
district and college committees, and social media. Each of the planning pathways work
groups have established methods of exchanging work through emails and updates.
The SCCAEC has concluded that communication will be one of the challenges that the
Planning Group will encounter; however, theAB86 Cabinet has assumed responsibility
for communicating appropriately and effectively with their own governing boards and the
8 community at large. Examples of board communication to date include presentations at
board meetings and board study sessions, agenda items related to participation in the
AB86 grant, and a variety of formal and information interchanges with their boards.
Program Plan Objective #1: Evaluation of Current Offerings 1. Elementary and secondary basic skills, including classes required for a high school
diploma or high school equivalency certificate.
Pajaro Valley Unified School District. ABE/ASE and GED (offered in both Spanish and
English) preparation classes are offered through the Watsonville/Aptos Adult Education
(WAAE) Learning Center program. Students working toward a high school diploma or
the GED are provided content area instruction through textbooks, workbooks, computer
software instructional programs, and through “blended instruction” utilizing the District
adopted web based e-learning program, Edgenuity (formally education 2020 or e2020),
which is aligned to Common Core State Standards (CCSS). The Learning Center
teaching staff infuses group instruction and topic discussion groups into daily lesson
plans. In addition, “pull out” groups are provided for students needing individualized
instruction and support in specific skill areas. The small class sizes maximize learning
time with a blend of individualized and group instruction.
ABE/ASE and GED classes are also offered through Distance Learning – an
independent study format – to those students who find it challenging to include on-site
school attendance into their busy work/family schedules. In addition, WAAE provides
GED services for inmates housed at the local county men’s correctional facility and
provides a credit recovery opportunity to District high school students who are credit
deficient.
Summative assessment is used to evaluate student learning at the end of instructional
units by comparing the assessment scores with individual student learning goals. This
information is then used to guide the instructional course for each student. ABE/ASE
class instruction is based upon students’ performance in the CASAS pre- and posttests, GED practice tests, and CAHSEE exams. All WAAE Learning Center staff have
participated in district sponsored CCSS in-service trainings, and instruction will be
aligned with the District’s full implementation of those standards by fall semester 2014.
The student information system (AIM) reflects that for the 2012-2013 school year, 615
students were enrolled in ABE/ASE/GED classes, with 110 students receiving their
GEDs and 25 receiving their high school diplomas. For the 2013-2014 school year, 600
students were enrolled in ABE/ASE/GED, with 104 students receiving their GEDs and
9 38 receiving their high school diplomas. In March of 2014, WAAE became a Pearson
Vue Testing Center to accommodate the new 2014 Computer Based GED. In addition
to providing a GED testing opportunity to candidates within the testing area, WAAE also
provides testing opportunities through Pearson Vue to candidates taking Evaluation
Systems Exams, which include exams for educators such as: California Basic Skills,
California Preliminary Administrative Credential, the California Subject Examination for
Teachers, California Teachers of English Learners, and the Reading Instruction
competence Assessment.
Santa Cruz City Schools. ABE/ASE, Independent Study High School diploma (IS
diploma) and GED preparation classes are offered through the Santa Cruz Adult School
(SCAS). Students working toward a high school diploma or the GED are provided
content area instruction through small group direct instruction, textbooks, workbooks,
one to one tutoring and computer software instructional programs. In our ABE/ASE
class, “pull out” groups are provided for students needing individualized instruction and
support in specific skill areas. The small class sizes maximize learning time with a blend
of individualized and group instruction.
The IS diploma is also offered to those students who find it challenging to include school
attendance into their busy work/family schedules. These students meet with their
teacher weekly and have an individualized program of study based on their credit
needs. Our GED preparation classes provide blended instruction that includes use of
GED Academy, which students can access in class and from home. In summer 2014,
we began offering GED Academy as a distance learning option for GED preparation.
We also provide GED preparation services for inmates housed at the local county
correctional facility. ABE/ASE and GED preparation class instruction is based upon
students’ performance in the CASAS pre and post tests, GED Academy assessments
and GED practice tests.
Our student information system (AIM) reflects that for the 2012-2013 school year, 179
students were enrolled in ABE/ASE/GED classes, with 56 students receiving their GED
and one receiving their high school diploma. For the 2013-2014 school year, 120
students were enrolled in ABE/ASE/GED, with 77 students receiving their GED, and 6
receiving their high school diplomas. In 2012-2013 80% of ABE Intermediate Low (4-5)
students made one level growth as measure by the CASAS test. GED students
achieving certificates were also strong with 81% of 192 students, (156 of the 192)
enrolled earning their GED.
There is a need in our community for ABE/ASE and GED preparation in Spanish as is
evidenced by the inquiries we receive requesting this service. We have provided this
class in the past but do not have the resources to do so at this time. During the last
semester of the 2013-14 school year we had difficulty meeting the needs of the students
10 enrolled in our IS diploma program due to the number of class offerings, limited class
time, inadequate technology and lack of up-to-date textbooks. Our computer lab is
woefully inadequate for meeting the needs of 21st century learning due to our 12-year
old hardware. We would like to offer more blended and distance learning opportunities
but are unable to at this time. Our staff is in need to professional development around
the new CCSS and the College and Career Readiness standards for Adult Education.
Again, the lack of funds has prevented us from providing this to our teaching staff.
Despite our needs and lack of funding we provide high quality instruction. The
GED/ABE/ASE department has four part-time teachers qualified to teach basic
academic skills to adults, prepare students for the GED and help students learn subject
matter and concepts that lead to their high school diploma through independent study.
The position’s primary duty is to provide instruction that develops basic skills for passing
the four sections of the 2014 GED examination. These teachers all hold valid CA
teaching and adult learner credentials. Our teaching staff for ABE/ASE, IS Diploma and
GED have an average of 27 years of teaching experience.
Cabrillo College. Cabrillo offers basic skills credit courses in English and mathematics.
The Math department offers approximately 50 sections of Elementary and Intermediate
Algebra and approximately 20 sections of Essential Mathematics serving roughly 2,200
students each semester. The department also offers noncredit tutoring assistance for
basic skills math through Math Learning Center. About 1500 students are served each
semester. The success rate for Essential Mathematics has increased over the last year
5 years from 54% to 62%. The success rate for the algebra courses hovers around
50%. Of even greater concern is the low rate persistence of through the basic skills
math sequence to transfer level math. Of those who start with Essential Math only 8%
make it all the way through to success in a transfer level math class within 3 years. The
rate is better for those starting with Elementary Algebra: about 22%. For those who start
with Intermediate Algebra, about 42% progress to successful completion of a transfer
course. These low rates are typical across the country and are of national concern. The
potential for shared curriculum and professional development across the AB86 partners
is of interest.
Cabrillo’s English department offers 12-15 sections of Basic English serving 200-300
students each semester. In addition it provides noncredit tutoring, although this serves
students above the basic skills level as well. In order to meet the needs of basic skills
students, the English department actively supports numerous learning communities
(LC’s). Learning communities pair an English course with a course in Business, Math,
Counseling, Reading or ESL. Through participation in LC’s, the English department
actively works to establish pedagogies that work for basic skills students across various
disciplines.
11 The success rate for Basic English hovers around 72%. About 24% of these students
go on to successfully pass a transfer level English class within 3 years. The strong
commitment to LCs was motivated by the department’s desire to improve the success
rate of basic skills students. In its recent program plan the English department gave
high priority to professional development.
2. Classes and courses for immigrants eligible for educational services in citizenship
and English as a second language, and workforce preparation classes in basic skills.
Pajaro Valley Unified School District. WAAE offers ESL instruction in all levels from
beginning through advanced, as well as multi-level classes and Vocational ESL (VESL)
classes. As a supplement to class time, ESL students may also enroll in Distance
Learning as an opportunity to accelerate their English acquisition. The ESL program
provides an initial placement based on an assessment of the student’s reading level and
speaking ability. All ESL classes incorporate four basic skills: listening, speaking,
reading and writing. Teachers engage in whole-group, small-group, pair-work and online
instruction activities. One of WAAE’s computer labs is dedicated to the support of
English Learners, utilizing the web-based English Discoveries and English language
development program. ESL exit exams and CASAS tests are used to assess student
progress and curriculum. The majority of ESL students are employed in the local
agricultural industry; consequently the typical class size in the fall ranges from 20-25
students, with a significant increase during the non-harvest winter months to 30-50
students.
WAAE also provides classes for students to prepare for their potential interview with
Immigration in order to obtain their U.S. citizenship. WAAE offers ESL/Citizenship
classes that focus on United States history and government. These classes concentrate
on English grammar and conversation, as the greater part of the Citizenship application
process is conducted in English. We served 1,177 in this program area in 2012-13 and
1,098 in 2013-14.
Santa Cruz City Schools. SCAS’ ESL Department is comprised of seven part-time
teachers. They offer ESL instruction in all levels from 1A through 5. They provide
instruction in a positive learning environment that enhances the development of English
language fluency in listening, speaking, reading and writing as appropriate to the
particular proficiency level outlined in the ESL Model Standards. Some teachers
integrate the use of technology into their instruction and ESL classes have access to
our computer lab when it is not in use for ABE/ASE/GED classes. Some teachers take
their students on relevant field trips into the community such as visiting the public library
to get library cards. Guest speakers come in to share information on community
services and areas of high interest such as immigration, citizenship, health care and
12 participation in democracy. In addition, they develop lessons that ensure student
success in EL Civics assessments. Our ESL teachers are all credentialed to teach ESL
and adult learners. ESL class size ranges from 15- 35 with evening classes larger than
morning classes. Our morning classes tend to have students from a wide range of
countries. Our evening classes are mostly Latino students. We had 456 ESL students in
2012-13 and 424 in 2013-14. This is our largest program.
Most semesters we offer a citizenship preparation class where students focus on
preparation for the citizenship interview process. This is a fee based class.
Our program would benefit from resources to provide distance and blended learning
options for ESL students as well as multi level and vocational ESL classes. Our
outdated computer lab is a problem for delivering 21st century instruction and preparing
students for the workplace. Funding to provide citizenship preparation classes at no
cost would support a need in our community. Currently we offer classes four mornings a
week for a total of twelve hours of instruction and two evenings a week for a total of six
hours of instruction. Students have expressed interest in having more evening hours
available, which would decrease the large class size for these classes.
Cabrillo College. The Cabrillo College English as a Second Language program serves
both resident and foreign students from all over the world. The mission of the program is
to improve the fluency of non-native speakers of English in order to promote future
academic and professional success. The ESL program has 2 full time instructors and
from 6-8 part time instructors. There are also 4-6 ESL LIAs that help tutor ESL students
in the writing lab. The program operates under a four-level core acquisition sequence
that begins at basic English development (201level) and continues to low intermediate
English development (202), high intermediate English development (203), and finally to
advanced English development (204).
The pedagogical focus of the core acquisition sequence is a holistic, content-based
approach, which promotes language fluency, usage and comprehension over structural
knowledge. The holistic approach reflects the real-world use of language and
incorporates the four skill areas of reading, writing, listening and speaking into one core
class, rather than separating the four skill areas into discrete courses. In addition to the
core acquisition sequence, the ESL department also offers auxiliary courses, such as a
three-level oral communication sequence, a three-level grammar sequence, and a
three-level reading sequence. Finally, in order to assess students' knowledge and use
of English, the Compass Test is offered through the assessment center.
The average rate of successful completion of ESL classes has averaged 68% over the
five years ending in 2012-13, compared to a college-wide average of 71% over the
13 same time period. The department does not currently have any indicators of student
persistence and advancement to college-level courses.
The ESL department has been challenged by low enrollments. Course enrollments
dropped from 734 in 2008-09 to 398 in 2012-13, and from 114 FTES to 75. In its most
recent program plan, the department listed as one of its highest priorities establishing a
stronger relationship with the adult schools.
In the past, the ESL department has offered ESL classes that also delivered Early
Childhood Education content, providing a pathway into Cabrillo’s ECE program for
English language learners. These offerings have been recently dropped because of low
enrollments.
Partners. The Volunteer Center served 310 ESL students in 2012-13 and 337 in 201314.
3. Education programs for adults with disabilities.
Pajaro Valley Unified School District. WAAE offers activity enrichment classes to adults
with disabilities at the County HOPE Services locations, as well as at convalescent and
assisted living facilities within the Watsonville/Aptos communities. In 2012-13, there
were 58 participants in these classes; that number jumped to 195 in 2013-14.
Santa Cruz City Schools. SCAS does not currently provide these services.
Cabrillo College. “The Stroke and Disability Learning Center” (SDLC) offers Special
Education and Adaptive Physical Education classes to adults learning to live with
functional losses after stroke and other disabilities. The program offers college level
instruction and support services for people who have become disabled after a stroke or
other health challenges. The goal of the program is to support independence and
maximize function by teaching skills and strategies for adaptation. Starting where
medical rehabilitation leaves off, this educational program provides instruction in the
areas of mobility and fitness, speech and communication and counseling support. SDLC
students benefit from formal instruction that provides adaptive education in a number of
areas. They also benefit from participating in a community of learners among individuals
who share their experiences and coping strategies together. Classes are offered in
Orientation to Stroke and Disability Learning Center, Adaptive Speech and Language
Skills, and Exploring Abilities. Approximately 120 students are served each semester.
Success rates range around 96%.
The Adaptive Physical Education department serves students of all ages who have
experienced trauma including war veterans, accident victims, industrial trauma, heart
attacks, and penetrating injuries to the body or brain. It also serves students with
developmental delays. This includes adults with congenital damage to the brain, mental
14 illness, and delay due to drug or alcohol abuse. This group must be served by law
(Public Law 94-142 Individuals with Disabilities Education Act) until they are 22.
Courses offered include Adaptive Swimming, Adaptive Bowling, Exercise and FitnessAdaptive, Adaptive Tennis, and Adaptive Yoga. Enrollments average about 420 per
semester. Course success rates range around 92%.
Partners. The Volunteer Center, through its College Connection Program, served 34
students with a psychiatric disability in 2012-13 and 51 students in 2013-14.
4. Short-term career technical education programs with high employment potential.
Pajaro Valley Unified School District. In response to the increase in demand for qualified
health care workers, WAAE offers a Vocational English Learner Healthcare/Caregiver
Training class, and a Certified Nurse Assistant program through which students earn a
State Certified Nurse Assistant (CNA) Certificate. We also collaborate with Condensed
Curriculum International (CCI) Certification Programs to provide certification in classes
for those wishing to pursue careers as a Pharmacy Technician, an EKG Technician, a
Clinical Medical Assistant, and those wishing to earn Continuing Education Units in,
acute care and restorative care. Other CTE classes offered are: Office Skills, Computer
Repair, Website Design, and Digital Photography and selling on eBay. CTE instructors
assess and monitor student learning and target areas that need work, providing ongoing
feedback that is used by students to improve their learning and by instructors to improve
their teaching. Students identify their learning needs and goals, and the curriculum is
tailored to meet those needs. During 2012-13, 229 students participated in our CTE
courses; 195 students participated in 2013-14. Enrollment in all of our fee support
classes has dropped as the fees have increased and the hours have been reduced. The
fees for our CNA program have grown ten-fold for example. The Local Control Funding
Formula currently in effect provides no revenue for Adult Education and our District is
required to make difficult choices.
Santa Cruz City Schools. SCAS does not currently provide these services.
Cabrillo College. Cabrillo College does not currently offer non-credit CTE courses. Over
10 years ago, in cooperation with the PVUSD and SCCS Adult Ed programs, we
developed a set of career paths in construction, allied health, office skills and childcare
that began in the Adult Schools and continued with ROP and Cabrillo. That program
benefited from grant funding and the support of the County’s CalWORKs program. As
those funding sources diminished and ended we lost the staff that provided the glue to
hold this partnership together. We would welcome AB86 funding to re-establish these
pathways.
Partners. The Regional Occupation Program offers courses in the following areas:
Dental X-ray; Dental Assisting; Medical Assisting; and Hospitality/ServeSafe. In the last
15 two years 53 students were served in the Dental X-ray program; 85 students were
served in the Dental Assisting program; 155 students were served in the Medical
Assisting program; and 115 students were served in the Hospitality/ServeSafe program.
4. Programs for apprentices.
Pajaro Valley Unified School District. WAAE does not currently offer apprenticeship
opportunities.
Santa Cruz City Schools. SCAE does not currently offer apprenticeship opportunities.
Cabrillo College. CCCD does not currently offer apprenticeship opportunities. The
college does offer programs that are excellent preparation for students who wish to
enter apprenticeships. These include Construction and Energy Management, Welding,
and Engineering Technology.
Cabrillo, ROP, and other partners are currently working with the Santa Cruz County
Workforce Investment to develop a pre-apprenticeship program that would link to
apprenticeship programs in nearby counties.
Objective #2: Evaluation of Current Need Demographic and Economic Profile of Region Santa Cruz County reflects an extremely diverse socio-economic population. While 54%
of families in the county report an annual income of over $75,000, 16% of kids under
age 18 live in poverty. Half of K-12 students are eligible for free/reduced lunch, and this
goes up to 76% for the Pajaro Valley Unified School District (in Watsonville).
While the county’s unemployment rate has decreased from a high of 13% in 2009, it
remains at nearly 11%, and in Watsonville it is 22%, both of which are higher than the
state average. Santa Cruz has one of the most expensive housing markets in the
country, with the median value of an owner-occupied house being $613,500, as
compared to California average of $421,600 (U.S. Census Bureau, Median value of
owner-occupied housing units, 2007-2011). Additionally, the median Santa Cruz County
renter’s income is $35,773 and given the price of rental housing, 74% of renters in the
county are unable to afford a 2-bedroom fair market rental unit at $1,587 per month
(National Low Income Housing Coalition, 2013). These conditions result in multiple
families living together without adequate space and quiet for study and homework. In
fact, recent studies reviewing the Self-Sufficiency Income Standard for California show
that 28% of all county households are below the Self-Sufficiency Standards. Additionally
46.7% of Latinos, 58.5% of residents without a high school diploma, 56.5% of femaleheaded households with children and 36.7% of male-headed households with children
also are below the Self-Sufficiency Standard (United Way Community Assessment
Project Comprehensive Report 2013).
16 1. Elementary and secondary basic skills, including classes required for a high school
diploma or high school equivalency certificate.
In 2012-13, the high school cohort dropout rate for Santa Cruz County was 9.3%, with
Latino students dropping out at almost double the rate of White students (11.7%
compared to 6.1%). Overall, 15% of adults in the county do not hold a high school
diploma.
Pajaro Valley Unified School District. The district has a total enrollment of approximately
20,000 students. The 2013-14 CBEDS data indicate that the student population is
16.2% White; .5% African-American; 81.1% Hispanic or Latino; .9% Filipino; .9% Asian;
and .4% Other. Based on the 2013-14 CBEDS data, 76.6% of our students qualify for
free or reduced lunch. In
2012-13, PVUSD had a 7.3% high school cohort dropout rate.
Approximately 40% of adults in Watsonville lack a high school diploma, with almost 29%
having less than a 9th grade education. The majority of students served by WAAE live
in, or live nearby, the community of Watsonville. Nearly half of the city’s population is
under the age of thirty, with 33% between the ages of five and nineteen.
Santa Cruz City Schools. Santa Cruz Adult School is part of the Santa Cruz City School
District though SCAS students live and work in all areas of the county. In 2012-13,
SCAS served a total of 1,321 students, with 822 coming from Santa Cruz City and an
additional 499 coming from throughout the county. SCCS serves approximately 7,000
K-12 students each year. The 2013-14 CBEDS data indicate that the student population
is 51.4% White; 1.7% African-American; 38.2% Hispanic or Latino; .7% Filipino; 3.2%
Asian; and 4.8% Other. Based on the 2013-14 CBEDS data, 38% of our students
qualify for free or reduced lunch. In 2012-13, SCCS had a 4.7% high school cohort
dropout rate. Data internal to Santa Cruz City Schools shows that almost 25% of the
students’ parents are not high school graduates.
Santa Cruz Adult School provides numerous classes (GED/Basic Skills, Life/Job Skills,
Computer Skills, Parenting, and Substance Abuse Education) at the County’s Main Jail
and the Blaine Street (Women’s) correctional facilities, where the average daily
population is over 465 inmates. Adult School teachers note that 95% of the jail students
lack high school diplomas. During 2012-13, 161 students participated in SCAS’ GED
programs while in one of these jail facilities.
Despite limited budgets, the Santa Cruz Adult School served 523 students through our
ESL, ABE/ASE/GED and High School Diploma programs in Academic Year 2012-13,
representing a 10% increase in students from 2010-11, according to CASAS Data on
California WIA Title I Learners. At the same time, adult school participation in the state
17 decreased by 29% and in Santa Cruz County as a whole by 34%. The Santa Cruz Adult
School participants represented 44% of all adult school CASAS participants in the
county in 2012-13, an increase from 2010-11 of 26% and an additional 25% in 2011-12.
Santa Cruz Adult School is proud of our ability to increase the number of students
served over the last three years despite deep budget cuts. We plan to continue to
increase the number of students in all classes and levels by investing in updated
computer equipment and educational software so we can expand online and blended
learning options. We also are working to develop teacher Professional Learning
Communities, where teachers collaborate using a cycle of inquiry to inform and improve
instruction, so students have the best possible educational experience and succeed in
their careers and higher education goals. Increased funding would allow us to upgrade
our technology and increase our class offerings. This would benefit our students and
community by allowing our teachers to access professional development opportunities,
use technology in the classroom and provide more distance and blended learning
options.
Cabrillo College. 24% of the incoming high school students graduates in 2013 assessed
into Basic Skills math, 21% into Elementary Algebra, and 34% into Intermediate
Algebra. Only 18% were ready for transfer level math. In English 23% assessed at the
Basic Skills level. In Reading 7% assessed at the Basic Skills level. Motivated in strong
part by these statistics, virtually all of the public education institutions have joined
together to form the Santa Cruz County College Commitment (S4C). The goal of this
collaborative is to improve the college and career success rate for all of our students.
S4C is focused on strengthening preparation in the K-12 system and has undertaken a
number of collaborative efforts to help students get on a path to college and career
success, align our efforts to support that, and measure how well we are doing so that
we can do more of what works and less of what doesn’t.
We would benefit from a similar collaborative effort focused on assisting adults who
wish to acquire basic skills and move to higher education to be successful. Many of the
strategies that are being employed by S4C could also apply to collaborative efforts to
improve our success at providing basic skills education. One essential element of any
effort to improve performance is measurement. The S4C effort was motivated and
change efforts are now informed by data that is being collected and shared on an
annual basis. This includes how many students are making the transition from one
institution to another, how well prepared they are, and how successful they are. Similar
data exchanges would help motivate and inform our efforts at serving adults. Ideally, a
system for tracking students across multiple systems would be developed and deployed
statewide. This could allow for benchmarking performance and identifying practices that
are particularly successful and worthy of replication. CalPASS+ has been very
18 successful in building this data tracking system to serve the K-16 pathway. We would be
well served if it could be extended to include adults.
Cabrillo, the adult schools, ROP, and the County WIB and social services department
undertook a very successful collaborative effort to serve English language learners
about a decade ago. Like S4C that effort also benefited from a data exchange we
managed to do between all of the partners. Three other elements were also essential to
its success. Most critical was having staff responsible for convening the partners,
facilitating cross-institutional dialog, and then providing project management support to
assist the partners in following through with their commitments. Professional
development was another important factor. We were able to bring in several experts in
English language instruction, who worked with faculty from all of our institutions to
incorporate research-based practices, including most successfully vocational ESL. The
third element was an investment in marketing. As ADA/FTES supported institutions we
knew could fund the classes if we had sufficient enrollments. We knew from experience
that offering new classes was always risky as it generally takes awhile for a class to
reach full enrollments. With grant funds we were able to carry out sufficient marketing to
fill all of our classes from the very beginning. All of these elements: data, facilitation and
project management, professional development, and marketing if provided on a
sustained basis would enable us to substantially improve our success at serving basic
skills students.
Partners. The Volunteer Center cites data from their Friends Outside program that
shows 25% of the 1,000 people they work with coming out of jail or prison lack a high
school diploma but find it difficult to find the time and money to pursue one.
2. Classes and courses for immigrants eligible for educational services in citizenship
and English as a second language, and workforce preparation classes in basic skills.
Pajaro Valley Unified School District. Though approximately 30% of students in the
county are English learners, in Pajaro Valley Unified School District they represent 47%
of the student population. The California English Language Development Test (CELDT)
data from 2013-14 shows that 7,666 students were tested and 5% scored at the
Advanced Level, 27% at the Early Advanced level, 38% at the Intermediate level, 18%
at the Early Intermediate level, and 12% at the Beginning level.
Within the Watsonville community, slightly over 60% of the population speak only
Spanish in the home, compared with 25% county-wide. Seventy-three percent of those
within the Watsonville area, who are identified as “foreign born,” are not U.S. citizens,
with 28% within that category having achieved naturalized citizenship status. (US
Census Bureau, Santa Cruz Community Assessment Project, Census 2010)
19 Even with the economic stress and significant reduction in the allotted budget, WAAE
continues to strive to serve the adult population in the most meaningful way possible.
Our highest enrollment continues to be in the ESL Program. Although there has been a
significant decrease from the nearly 3,000 ESL enrollment in the 2007-2008 school
year, WAAE continues to provide vital ESL instruction to adults in the community.
Santa Cruz City Schools. Thirteen percent of the student population in SCCS is
designated as English learners. The CELDT data from 2013-14 shows that 941
students were tested and 7.5% scored at the Advanced Level, 35% at the Early
Advanced level, 35.5% at the Intermediate level, 13.5% at the Early Intermediate level,
and 9% at the Beginning level.
English Learners in Santa Cruz County are overwhelmingly from Mexico and Central
America. Approximately 18% of county residents were born outside of the U.S. and 30%
speak a language other than English at home. Some immigrants are classified as
“migrant” because they work in agriculture; however, for all practical purposes, most
immigrant families in the county face the same challenges: the vast majority are
monolingual Spanish speaking, few have completed high school, most work hard at lowpaying jobs and do not have access to many social services due to their immigration
status.
Cabrillo College. The high percentage of households in which a language other than
English is spoken, the high percentages of English language learners at area schools
indicate the importance to our county of developing a more integrated approach to
delivering ESL instruction. There is a need for the same strategies discussed in the
previous section on basic skills: commitment to collective action, shared data, facilitation
and project management to support collective effort, shared professional development
focused on researched based practices, and shared marketing.
Partners. The Volunteer Center currently has a waiting list of over 100 people to
participate in their ESL program. Relatedly, the Live Oak Family Resource Center
indicates there is always a demand for ESL classes in the community and recommends
offering the courses nearby and providing childcare during the classes. The Resource
Center also indicates there is always a demand for basic computer skills classes on
such topics as email, word processing, and web browsing.
3. Education programs for adults with disabilities.
Pajaro Valley Unified School District. Data from the CDE reports that the Pajaro Valley
Joint Unified School District’s Special Education Local Plan Area (SELPA) provides
service to 2,794 students with disabilities ages 3-22. WAAE provides service to adults
with disabilities over the age of 22, and in the past that support has been mainly to
those adults receiving support service through HOPE Services. This year, WAAE has
20 significantly expanded service to providing service to clients with disabilities who reside
in local convalescent and assisted living facilities. WAAE has seen increased enrollment
and service to Adults with Disabilities from 66 enrolled in the 2012-13 school year, to
192 enrolled in the 2013-14 school year, demonstrating a significant increase in
demand.
Santa Cruz City Schools. SCAS does not currently provide these services.
Cabrillo College Cabrillo would benefit from exploring with our partners in the Adult Ed
Consortium the ways in which we might work together to better serve adults with
disabilities. Our Stroke and Disabilities Learning Center might benefit particularly from
the inclusion of noncredit instruction for its students. We should consider how best to
address the needs and opportunities for this program area in our planning process.
Partners. The Volunteer Center indicates that there is an increasing need for services to
this population in the Watsonville area as housing for adults with disabilities is growing.
4. Short-term career technical education programs with high employment potential.
Pajaro Valley Unified School District. Farming and Production account for slightly over
30% of the occupations in Watsonville, with an additional 17% identified as working in
the Service area. A little over 9% of occupations are classified as working in
Construction, and approximately 21% of the employed are working in Sales/Office
occupations. Those identified as being employed as Professionals in the City of
Watsonville account for about 23% of the employed population
(www.freedemographics.com).
With the majority of those employed in the Watsonville area who are in lower skilled
jobs, in conjunction with the high number of residents having less than a 12th grade
education level, there is an ongoing and critical need for CTE, job training, and
apprenticeship opportunities.
The Watsonville/Aptos Adult Education CTE program has several courses of study
which allow for more advanced training. Health career offerings can start a student with
Certified Nurses Assistant training which would allow a student to progress to
certification as a Clinical Medical Assistant, EKG Technician, or Pharmacy Technician.
The Office Skills class offers a basic introduction to Microsoft Office software and allows
a student to continue studying more advanced features. WAAE also offers basic
accounting courses featuring the QuickBooks accounting software, and uses the same
workbooks as used by Cabrillo in their entry level accounting course. CTE classes are
also offered in computer repair, web design, and digital photography.
Santa Cruz City Schools. SCAS does not currently provide these services.
21 Cabrillo College. Cabrillo looks forward to the anticipated increase in the noncredit
FTES rate for short term CTE. We see a number of ways in which this will allow us to
leverage our existing assets to better serve our community. For example, recent
discussions with local employers have identified the need for their employees to have
better computer skills. Short-term, non-credit classes would be well suited to meeting
this need and the college has computer lab facilities that could be readily applied to
meeting this need.
There is a need to coordinate the efforts across the providers of CTE instruction to
avoid oversupplying the market with graduates and to avoid offering more classes than
there is student demand for.
The college, our education partners, employers and our students would benefit from a
regular shared dialog with employers about their workforce development needs. Cabrillo
has been leading such a dialog in the area of healthcare for over a decade. It has
proven to be quite productive for all parties. A similar approach could be carried out in
other sectors or employers and education providers could be convened around
particular skills sets that cut across industries, such as computer technology, ESL, or
customer service.
5. Programs for apprentices.
Pajaro Valley Unified School District. WAAE is in the process of exploring potential
apprenticeship opportunities for students.
Santa Cruz City Schools. We would be interested in providing these opportunities if
future funding and resources permit.
Cabrillo College. Santa Cruz County is within commuting distance of a number of
apprenticeship programs. Our residents would be better served by developing a preapprenticeship program that could feed into one of the existing programs. The Santa
Cruz County WIB recently obtained a planning grant to explore how such a program
could work. Cabrillo and a number of our partners are involved in that effort.
22 Objective #3: Plans for members and partners to integrate existing programs and create seamless transitions into postsecondary education in the workforce ESL Pathway Educational Pathway
The ESL Work Group created a map of the ESL pathway, identifying students who
travel the pathway, their entry points, end goals, a description of the typical student
population served by the program and identified pathway destinations for ESL students.
The information gleaned from this exercise yielded the following information.
Student Characteristics were listed as low income, undocumented, immigrant
populations, seasonal workers, literacy needs (less than six years of formal education or
less), growing population of Mixtecos who are not Spanish-speaking, incarcerated,
language isolated, diverse group with range of language needs (illiterate to international
well-educated in native country non Spanish-speaking), interrupted studies, more 18-20
year olds presenting, and parents with school-age children.
Student Destinations were acculturation through either Adult Education or Cabrillo,
English improvement, help kids with homework, citizenship, certificate programs/and/or
careers, literacy, GED (Spanish and English), job advancement or entry into
employment, resources improvement, job skills, and work readiness.
Entry Points were identified as Cabrillo College, Watsonville Adult Education, Santa
Cruz City Schools Adult Education, Community-Based Organizations: Live Oak Family
Resource Center, Shoreline, Santa Cruz Volunteer Center Literacy project and referrals
from churches or other agencies. There are no wrong doors at the entry points.
Identified Gaps in the ESL Pathway were pre-literacy needs among those not literate in
Spanish; classes scheduled to accommodate student availability; classes in jail
facilities; educational conferences for migrant education; CBET (Community Based
English Training Program) Programs; coordination of adult education and Cabrillo ESL
levels which are aligned; low enrollments in existing classes at Cabrillo; services for
growing population of indigenous (Mixtecos) who are not Spanish-speaking; educational
conferences for professional development; individualized educational plans for
increased accountability; better marketing in the community; strategies to use for
immigrant populations integration into existing programs and services; conduct
community and student surveys to gauge need and customer satisfaction; integrate
professional development and coordinate staff development days when appropriate
between the two systems.
23 Progress Indicators or Metrics to use were the numbers of students achieving English
language instruction, assessment tests, the number of students using existing services
now, persistence from semester-to-semester, persistence from course-to-course,
transitioning students from institution-to-institution, and the number of referrals from the
regional consortia area.
Alignment of ESL Pathway
The ESL Work Group has discussed possible strategies to use in alignment of
placement, curriculum, assessments, progress indicators and major outcomes for
integration of existing programs and creation of the seamless transitions into the
community college or the workplace.
The groups presented their assessment instruments for discussion and examined
writing samples and descriptors as the first step in their alignment process. ESL writing
samples from Cabrillo’s various ESL levels were distributed with descriptors and a chart
was also presented with Cabrillo, Adult Ed/CASAS, and ACTFL levels in attempts to line
up the four systems to ACTFL scale. This information will be made available
electronically for the group to review. Writing samples from the Watsonville Adult
Education Center was also distributed.
Further discussion focused on a need for a writing component for the Compass which is
the ESL Assessment instrument for Cabrillo. WAAE will look at Compass samples online to examine this assessment instrument. In addition, Rachel Mayo, the facilitator, will
follow-up with Cabrillo’s Basic Skills Initiative Coordinator to see if there is still funding
available in the BSI budget to activate this portion of Compass. Since grading is
electronic and probably less accurate than holistic grading which brings in multiple
measures, it would not require the ongoing cost involved for paying instructors to
evaluate the samples, This would make the process sustainable in the long run and
provide more information than is available now for initial placement.
A significant major issue that was mentioned in the introduction of the Regional
Comprehensive Plan and has been discussed within the ESL Work Group is the need
for an AB540 track through WAAE in order for undocumented students to accumulate
the required 3 years of instruction at Adult Education before completing a GED or HS
diploma (The group was informed that any time spent after these benchmarks are
achieved does not count) so that they can pay in-state tuition when they matriculate as
Cabrillo students.
Another need that was identified was the continual involvement of community partners
in ongoing discussions. Alia Ayyad, Director of CET (Center for Employment Training),
was present and shared her story of learning English through Adult Ed when she came
to the country, and also shared her concern that it was important that partners and
24 members maintain flexibility in curriculum offerings throughout the Consortium and that
location was also important for student access.
Transition Strategies among the Consortium Participants’ System
Transition strategies that the ESL Work Group indicated are important and identified are
the following:
Additional meetings for collaboration and communication with a set schedule for
maximum participation from partners and members to continue dialogue on curriculum,
articulation and matriculation of students between the two systems
Collaboration with external agencies: support service agencies, childcare centers,
partnerships with business to supplement resources and to promote “packaged
courses” or VESL to employers.
Need for current information and updates on the state assessment under discussion
which will be provided by Terrence Willett, the Cabrillo Researcher.
Closure of all the lingering questions and processes: for example, whether the six levels
of ESL currently offered at the adult education level necessary to maintain federally
funded CASAS assessment and those taught through credit ESL at Cabrillo will need to
be examined closely so that descriptors may accurately reflect reality.
Also discussed was the need for a well coordinated marketing plan to advertise joint
academic services at nontraditional locations (grocery stores, laundromats and
taquerias) with a referral system and regional website that includes all program and
class offerings. Outreach necessary to let the community know about the changing
structures and options of ESL education in the community as we go forward.
The need to use a standardized data tracking system for a well coordinated data
collection effort and the sharing of this information as students transition from one
system or community partner agency to another. This is particularly important with
regard to student completion and assessments. This standardization will greatly
improve the flow of student and program information.
The need for additional student support services in the form of counseling, guidance
and follow-up which can be provided by specialists who are familiar with both programs
and can assist in the identification of a cohort of students who are ready to transition
from one system to the other or to the workforce.
25 Basic Skills Pathway Educational Pathway
The Basic Skills Work Group created a map of the Basic Skills pathway, identifying
students who travel the pathway, their entry points, end goals, a description of the
typical student population served by the program and identified pathway destinations for
Basic Skills students. The information gleaned from this exercise yielded the following
information. Basic Skills students also face multiple barriers at all levels throughout the
region running the gamut from personal preparedness, inadequate coping skills in
dealing with the complexities of life, language barriers with little or no academic
preparedness.
Student Characteristics listed were the following: Second generation ‘immigrants’ or
born in the U.S., parents do not speak English, failed high school or dropout (many
educational, social or economic reasons), students with learning disabilities including
Special Education, gang involved, perseverance lost, family demands, ABE – Literacy,
Grade Level 3.5 through 7th grade, ASE (Secondary) GED(7.0 and above), college
preparation, need credit recovery for high school diploma, mandated reason in specific
programs, migrant adults who are underage workers who return to school as an adult,
transitioning and students who are moving from “family life” to workforce.
Pathway destinations for basic skills students were identified as the following: High
school diploma, certificate programs, apprenticeship programs, the pride of completion,
preparation for entrance tests at CET or two-year college, remedial or developmental
learning, GED (Spanish or English), job skills preparation, help children with homework,
and CAHSEE preparation for passing the high school exit examination.
Entry Points were identified as Cabrillo College, Watsonville Adult Education, Santa
Cruz City Schools Adult Education, Community-Based Organizations (Live Oak Family
Resource Center, Shoreline, Santa Cruz Volunteer Center Literacy Project) and
referrals from churches or other agencies. There are no wrong doors identified as entry
points.
Identified Gaps in the Basic Skills Pathway were the following: Basic Skills and/or ESL
Counselor or Program Specialist, more sections of classes at appropriate times, more
ABE/GED/ASE instruction, computer access for on-line and computer assisted learning,
more classes for the incarcerated, services for special needs populations, articulation of
programs into/with Cabrillo, literacy and tutoring services.
Progress Indicators or Metrics for use in the Basic Skills Pathway: The flow of
information needs more follow-up and tracking of our students with real analysis,
teacher research for best practices with basic skills students, adequate qualitative and
quantitative measurements, numbers of students at entry points that complete and
26 persist from class-to-class or semester-to-semester, track numbers passing the GED
and transitioning to community college, academic improvement in assessments and
Alignment of the Basic Skills Pathway
The Basic Skills Work Group discussed possible strategies to use in alignment of the
Adult Basic Elementary education which would include those students with a 3rd grade
level to 7th grade level and the Adult Basic Secondary with an identified grade level
equivalent of 7th grade and above to those basic skills courses taught at Cabrillo. The
initial task was difficult because students that present to Cabrillo College can attend any
entry-level course whether or not they have the ability or skill to successfully pass the
course. The question of where to identify the ‘bottoms’ for college basic skills courses is
still under discussion and the likelihood is that the adult schools would attempt to align
their curriculum in Math and English to at least the 7th grade level and then transition
students who wanted to the community college. Students would be prepared to this
point with the college encouraging students to attend programs like ACE (Academy of
College Success) or other instructional support services on campus.
Another area of discussion for the Basic Skills group was the use of assessment
instruments and the lack of uniformity and consistency in their administration. Specific
concern was voiced with the use of the CASAS assessment and perhaps its “overuse”
as a valid instrument for tracking individual student progress at the adult schools. Other
concerns were that this overexposure could encourage “cheating” or “sharing” by
students. This prompts the discussion of researching new assessments or scans for
joint use between the two systems that can be used for student placement and
progress. The group would like to investigate and use an assessment that could be
used as an exit exam for the adult school and as an entrance exam for Cabrillo for
placement. These assessments should be understood by all from both systems. The
group also felt that there was value in sharing data on students as they progress from
one system to the other and that the goal should be a centralized student tracking
system that contains student data that can be shared.
The Basic Skills Work Group spent much of the time learning and sharing the various
programs that are available through each of the systems. Previously much of the
information that the adult schools were receiving about Cabrillo was from student
feedback so that the collaboration that is occurring now is very valuable to the
participants from both systems because they are receiving first hand information on
academic/instructional programs and student support services and programs available
for students. Two Cabrillo programs that the group would like to see expanded to the
adult schools are ACE (Academy for College Excellence) and Running Start (preorientation process for incoming students).
27 Additional services that were discussed as important for the Basic Skills students were
up-to-date college information that is consistent, accessible and accurate for adult
education students that is delivered by a knowledgeable articulation specialist or
counselor who would be grounded in the nuances of the career pathways. The group
discussed the sufficient funding necessary for attracting these highly qualified staff that
would support the comprehensive programs of each system and deliver the
matriculation information for first time students in college areas of orientations,
categorical programs, assessment, guidance, counseling and career counseling.
Transition Strategies among the Consortium Participants’ System
The Basic Skills Work Group identified the following transition strategies as crucial for
student success and those they would continue to explore and discuss:
Well defined educational pathways in ESL, Math and English that are understood by all
students for receiving a diploma/GED, certificates or skill upgrades. Develop an
effective marketing/outreach plan integrated with these pathways as informational tools
that can be used in the form of electronic messaging (i-message, email, and Facebook).
Strong and continued partnerships among all stakeholders: K-12, Community College,
Business/Industry with regularly scheduled regional meetings for dissemination of
academic/career programs, employment/labor needs and consistent collaboration.
Another identified transition strategy is the need for counselors or articulation specialists
to strengthen student support with sufficient funding particularly at the adult schools
where many of these services have been reduced or eliminated. This staff would work
exclusively with adult/noncredit students and develop a relationship of trust to increase
the cohort of students transitioning to Cabrillo. These connections are reciprocal
between the two systems with built in safety nets on both sides for students who opt to
drop out. Cabrillo would also dedicate a counselor whose prime responsibility would be
to work with the adult schools/noncredit and the community.
Continue to improve entrance and exit exams at the adult school level and build rigor
and validity into the CASAS for placement, ABE, ASE and GED
Explore aspects of ACE Academy for acceleration and replication that can be integrated
into adult education ABE/ASE and GED curriculum and programs.
Student data system that transports student data from either system that allows easy
access by each institution. Data would follow students as they transition to community
college or work.
28 CTE Pathway The CTE Group created a map of the CTE pathway (following page), identifying
students who travel the pathway, their entry points, end goals, a description of the
typical student population served by the program and identified pathway destinations for
CTE students.
Pathway Destinations were varied and included the following: entry into new
employment, maintaining current employment, advancing within current employment,
entry into more advanced training and education within a career path through an
apprenticeship program, entry into ROP, Cabrillo, or other CTE programs.
Entry Points were listed as the County Career Centers, EDD, Suenos, VA, Dept of
Rehab, Cabrillo Career Center, Vocational Rehabilitation Center, County Probation
Department, CET, job fairs, social services agencies and other community-based
organizations in addition to those enter the programs without the assistance of these
programs.
Identified Gaps in the CTE pathway included lack of clearly mapped pathways; lack of
career guidance for students; lack of course offerings in areas that labor market
information indicates a need due to lack of funding; lack of policies, practices, and
personnel focused on on-going alignment of instruction across the providers of CTE
serving adult students.
Progress Indicators or Metrics that were identified were the following: Employer
satisfaction, wage advancement, job placement and job placement within the field of
study, certificate/degree completion, course completion, successful transitions from one
institution to another institution, student satisfaction.
29 Santa Cruz
County Adult
Education CTE
Pathways
DRAFT 1/30/15
Employment $$
- Some job-related skills
required
- More likely to be
full-time
Career Goal
- Immediate and longer-term
career objective
Career Education Plan
- Sequence of
programs/courses that will
lead to career goal, tailored
to individual circumstances
Basic Skills
- English and Math skills
required for success in
chosen occupation
Watsonville/Aptos Adult Ed
- Health Occupations
- Certified Nurse Assistant
- Acute Care Cert
- Medical Assisting
- Pharmacy Tech
- Restorative Care
- EKG Tech
- IT Skills
- Keyboarding
- Computer Literacy
- Microsoft Office
- Computer
Repair/Upgrade
- E-Bay
- Accounting/Quickbooks
- Driver's Ed & Training
- Green Gardener
Shoreline OJT & WEX (CalWORKs)
Watsonville/Aptos Adult Ed
- WIN Career
Readiness
- WorkKeys
WIB Funded Cohort
- Specific training
based on WIB
approved Demand
Occupation List and
available training
providers
ROP Adult Programs
- Medical Assistant
- Dental Assistant
- Smog Technician
- ServSafe Training
Santa Cruz Adult School
- Computer Basics
- Google Word Processing
- Excel
CET
- Custodial Services
- Green Building
Construction Skills
- Medical Clerk
- Retail Operations
Specialist
- Welding Fabrication
- Logistics/Forklift Cert
Job Skills
- Essential job-related
knowledge, skills and
abilities
Work Readiness
- Workplace behaviors &
culture
- Job search skills
Credentialing
- Certification of job
skills
30 Employment $$$
- Min 6 months training
required
Internships/Externships for Medical Occupations
Shoreline Vocational
Evaluation
WAAE Counselor
Migrant Seasonal
Farmworker Program
Probation
Dept of Rehab
Migrant Education
WAAE
Counselor
SOS
WAAE Counselor
Workforce Santa Cruz
County Career
Centers
Migrant Parent Assn
ESL Classes
placeholder for
ESL/Basic
Skills classes
GEMMA
Ex-Offenders
Probation
At-Risk Youth
- No successful work
experience
- Limited academic
success
- Foster Youth
Suenos
English Language Learners
- Migrant seasonal farm
workers
- Class schedule
accommodates ag
seasons
- More likely to be
non-resident
Employment $
- Lower skilled
- Part-time, Temporary
- Gain work experience,
build resume
Workforce Santa Cruz County Career Center
Roundtree
Jail
Incumbent Workers
- Those with previous
successful work
experience including:
- dislocated
workers,
- re-entry workers,
- veterans,
- disabled seeking
new careers
CTE
Pathway
Destinations
Gateways
Knowledge, Skills, and
Abilities our students will
acquire as they traverse
our pathways
Primary Student
Populations - Starting
Points
Shoreline Occupational
Services
- Cosmetology
- Esthetician
- Office Skills
- Retail Operations
Specialist
Financial Literacy
- Basic budget
management
- Checkbook, credit card
management
Resource Awareness
- Knowledge and ability
to access community
resources that support
advancement on a
career path and
financial independence
Cabrillo College
- Accounting
- Business
- Finance
- Computer Applications &
Business Technology
- Computer Science
- Computer and Information
Systems
- Digital Media
- Engineering Technology
- Construction & Energy
Management
- Welding
- Human Services
- Early Childhood Education
- Culinary Arts & Hospitality
Management
- Horticulture
- Criminal Justice
- Fire Technology
- Nursing
- Radiation Technology
- Dental Hygiene
- Medical Assisting
Key Performance Indicators
-
# students entering pathway
Course completion
Course-to-course persistence
Institution to institution transition
Post transition persistence/success
Program/Cert completion
Job placement
Wage advancement
Employer satisfaction
Job retention
WIOA indicators
The CTE Work Group refined their pathway indicators to include the following pathway
indicators which could be used within a year to measure the efficacy of the CTE
Pathway. These were listed as the following:
•
•
•
•
•
Number of students entering the CTE Pathway as measured by enrollments in
courses that are considered first steps on a CTE Pathway
Program completion as measured by the number of students completing a
sequence or certificate
Transition as measured by the number of students that have been enrolled in
one member institution and subsequently enroll in another
Job Placement as measured by the number of students working within 1 year of
completion of a program. This is currently done by way of a survey of students
completing Cabrillo’s CTE programs one year after completion. The WIB also
surveys completers of their programs. If AB86 provides funds, the Cabrillo survey
could be expanded to include completers of other programs.
Wage Advancement as measured by the difference in wages before program
entry and one year after program completion. This is also captured by Cabrillo’s
survey and by the WIBs survey. Cabrillo’s survey could potentially be expanded
to include completers of all of the consortium’s members if AB86 funds were
available for this purpose.
The work group compared the current data systems used by participating members and
partners and found that they used the following data systems:
•
•
•
•
•
AIM - Watsonville Aptos Adult Education
ASAP – Regional Occuptation Programs (also conducts annual survey)
Virtual Career Center, CalJobs – WIB
CalPASS, Lauchboard, CTE Employment Outcomes Survey, COMIS – Cabrillo
Quarterly Surveys of Program Completers – CET
There was consensus that there was a need for a common data platform for tracking
student outcomes across these multiple systems. Ideally this would be developed at the
state level rather than consortium by consortium. This could allow tracking of students
across consortia boundaries, benchmarking to identify particularly effective programs,
and reduce costs over what would be required for each consortium to develop its own
system. The community colleges are currently investing in the development and
deployment of CalPASS Plus. It would make sense to build on this platform rather than
start something new.
31 Transition Strategies among the Consortium Participants’ Systems
Developing successful CTE pathways requires engagement of the faculty teaching the
courses that may become part of the pathway. The CTE Work Group has decided to
form teams to carry out the tasks listed below for specific pathways.
Team Tasks
1.
2.
3.
4.
5.
Map pathway
Populate indicators to extent possible
Identify and quantify the need in this pathway
Identify gaps
Develop short term (can be implemented in 2015) and longer-term plans for
developing this pathway including most particularly how to improve outcomes
through better integration and alignment
6. Determine professional development that would support plan implementation
CTE Pathways
The team decided to initially focus on the development of three pathways: Office
Worker/Office Skills; Early Childhood Education; and Healthcare. These were chosen
based on 1) LMI for Santa Cruz County that identified the in-demand occupations
directly reachable through an Adult Ed CTE pathway and 2) our existing programs that
can serve these pathways.
Office Work
Office Work pathway will focus on computer applications and instruction. The instruction
will target those entering careers in this field and those working in the field seeking to
upgrade their skills to keep or advance in their careers.
Team members
Cabrillo: Calais Ingel, Jennifer Vered; WAAE: Jack Carroll
Healthcare
Focusing on CNA, Medical Assisting, Pharm Tech, EKG Tech, Dental Assisting, and
Phlebotomy
Team Members
Cabrillo: Pam Sanborn; CET: Allie; ROP: Deb Tracy, Debbie Raynon;
WAAE: Barbara Miyoshiwaae
Early Childhood Education
This pathway will prepare students for careers providing childcare or career
advancement for those working in this field with a focus on ESL pathways into ECE.
32 Team Members
Cabrillo: Kim Sakamoto, Jean Gallagher-Heil; ROP: Lora Hunter; WAAE: Sara Mast
Members of the CTE Pathway Planning Team developed the following workplan for the
three pathways.
For each pathway
•
•
Identify targeted occupations and for each
o identify knowledge, skills, abilities required
o labor market demand and supply, entry and median wages, primary
employers
o target number of people to prepare for this labor market
Resource the Planning and Research Office to carry out this
•
Convene employers to assess interests, workforce development needs,
interest/willingness to engage in sustained partnership
o Convene stakeholders including EDD, Career Center Staff, Employment
Agencies, employers to review LMI, identify interests.
o Seek to merge advisory committees into this where useful. Make use of
existing advisory committees where that works.
•
Convene faculty from institutions serving pathway to map pathway to jobs from
existing curriculum and to identify gaps - possibly engage employers in review of
this. Identify cross-institutional pathways, transition points.
o
o
Create pathway team, composed of representative from each partnering
institution. Ideally these reps would have decision-making authority.
Look at how to meet needs across county. Note north county not served
with adult ed offerings in these pathways.
•
Identify entry points and “on-boarding” process for bringing students into a
pathway.
•
Resource team to develop curriculum necessary to fill gaps, plan for
implementing curriculum, professional development necessary to effectively
deliver curriculum.
•
Develop and implement information sharing/marketing strategy for educating
students, community, employers, stakeholder staff, about pathway, entry points
33 •
Track students as they move through the pathway and into employment,
measuring persistence, completion, job placement, career/wage advancement
•
Develop regular cycle of engagement of stakeholders to review performance
data, labor market data, to maintain curriculum alignment, and to identify, plan
and review efforts to facilitate student success. Seek to create a “community of
practice” among the practitioners serving this pathway.
Fundamental Work Skills
We also discussed three career-related skill sets that employers and job seekers often
mention as being essential for employment, but often lacking.
Basic Skills
The lack of fundamental English and Math skills is often a major barrier to employment
and career advancement. Yet many who need these skills do not enroll in basic skills
classes. In the past we have found that contextualized instruction that combines basic
skills with career skills draws and retains more students and has better educational and
career outcomes.
Business Skills
Self-employment is common in horticulture/landscaping, childcare, and construction.
Those working for themselves would benefit from very pragmatic instruction in the
basics of entrepreneurship.
Soft Skills
Work readiness, self-efficacy, self-management, customer service, time-management,
and motivation. All of these skills are essential to success in work and school. The
members of the committee thought that the lack of these skills is the biggest barrier that
many adult education students face. Our most successful efforts to develop these skills
have been immersive, intensive, and contextualized.
The Work Group is investigating if there is a way to bring these elements together in an
instructional noncredit program that develops soft skills, basic skills, and fundamental
career skills. We have done this before with the year-long Achieve Office Skills
program.
34 Table 3.1: Implementation Strategies to Create Pathways, Systems Alignment and Articulation among Consortium Participants Responsible
Transition to be
Strategy/Approach to be
Addressed
Employed
Estimate
Resources Needed
of the
Cost
Parties (specific
school districts
Methods of
and/or
Assessment
Timeline
community
colleges)
Create Pathways in ESL,
Mapping Exercise to design
Staff for coordination for
BS and CTE
Pathway, engage members
and students. Identify
50,000
Cabrillo College, Data collection on
10/31 -
convening work of data by
PVUSD, SCCS
students entering
11/7/14
category
and other
pathways and
resource staff who will
community
engaged according
integrate pathways into
stakeholders
to progress
existing instructional planning
indicators
process.
Alignment of curriculum
Convene faculty from
Technology support for
into the educational
member agencies to identify
information flow and student
pathways for student
Cabrillo College, Data collection on
10/31 -
PVUSD, SCCS
students entering
12/14
opportunities for convergence data from one institution to
and community
and completing
transitions regionally with
and complementary interface
another. Staff professional
members
pathways and
the flow of student
without duplication of effort.
development for best
information and tracking
alignment strategies for the
from one provider to
region. Staff support for
another.
development of alignment
model.
35 75,000
transitions
Responsible
Transition to be
Strategy/Approach to be
Addressed
Employed
Estimate
Resources Needed
of the
Cost
Parties (specific
school districts
Methods of
and/or
Assessment
Timeline
community
colleges)
Alignment of Assessment
Examine ways to address the State and regional support for
15,000
and identification of
use of various assessment
standard- and their efforts to
PVUSD, SCCS
assessment scores 12/14
progress indicators and
tools and determine how to
work with vendors. Project
and community
and student
the development of a
align if possible also examine management for assistance
members
success in
student transition model
common standards and
with implementation of a plan
subsequent
practices of placement of
for aligning the assessment
courses-this will
students between providers.
tools used regionally.
require follow-up
Identify Progress
Convene members to
Faculty and Staff time for
Cabrillo College
List of Progress
10/31/-
Indicators and metrics to
determine unique progress
coordination
PVUSD, SCCS
indicators and
12/14
and community
coordination of
members
information
determine student success indicators for student
populations regionally
Cabrillo College, Initial and post
10/31 -
between members
Establishment of informal
Template development for
Staff time for coordination of
or formal relationships
MOUs/ agreements.
(MOUs) between members Technology support to align
to expedite flow of student
Cabrillo College
Templates
3/15 -
this effort. Software
PVUSD, SCCS
Software
into
development
community
Development
impleme
software used by members
10,000
members
information between
ntation
phase
institutions.
36 Responsible
Transition to be
Strategy/Approach to be
Addressed
Employed
Estimate
Resources Needed
of the
Cost
Parties (specific
school districts
Methods of
and/or
Assessment
Timeline
community
colleges)
Development of a well-
Development of student
Purchase or development of
defined student bridge
bridge model to transition
program which addresses
bridge model which
Cabrillo College
Student data in
bridge program. Counselor
PVUSD, SCCS
enrollment,
students from K-12 to
time for outreach and
community
assessment and
Cabrillo. Engage counselors
recruitment.
members
outreach efforts
addresses student support from both institutions for
in counseling, guidance,
smooth transition.
and follow- up
37 100,000
3/15 -
Objective #4: Plans to Address the Gaps Through our consortium meetings, we have identified a number of gaps (included in
Table 4.1) that can be grouped into four categories. These “gap categories” are:
Professional Development & Instruction; Support Services; Unserved Populations;
and Information. This section will describe the gaps contained in each category and
the tentative plan at this point to address them.
1. Professional Development & Instruction
The consortium has identified a need for professional development for faculty across
all stakeholder institutions in a variety of areas including: adult learning theory,
contextualized instruction, integration of technology into instruction, on-line
instruction, consistent leveling of instruction across institutions. We plan to address
this need by convening a countywide team with representation from all districts to
assess and take advantage of opportunities to align and coordinate professional
development investments.
The members have identified a need to align curriculum levels across the county, if
not regionally, to facilitate horizontal movement between providers and vertical
movement to higher education. To address this need, we plan to convene faculty
from different institutions that are teaching similar courses to identify opportunities
for improving student success through better alignment and coordination of courses.
There is also a need for easy access to robust, research-based, field-tested
curriculum. It is our plan to address this need by advocating for state or regionally
organized repositories of curriculum supported by the technology and human
resources necessary to support utilization and continuous improvement of the
curriculum. It will be important to provide professional development and other
supports and incentives for utilizing curriculum that is effective in delivering
outcomes.
Finally, we have realized that different assessment instruments are used across the
county resulting in students having to be reassessed as they move between
institutions. To address this issue, we plan to assess the extent to which this is a
problem and work towards common assessment instruments and common
standards for placement across different providers.
2. Support Services
The consortium members believe that Adult Education students would benefit from
increased counseling and guidance services to help them set educational goals,
develop education plans to reach those goals, and to identify and obtain support
38 services needed to be successful in reaching those goals. A plan of action for
addressing this gap in service will be developed through a collaborative planning
process.
Additionally, there is a strong need for additional computer labs and upgrades to
computers and software in existing labs in order to best meet the needs of the
students. We plan to assess the specific needs and determine the costs of
acquisition, operation and replacement and then develop a plan for meeting the
identified needs within the available resources. We will also look for ways to reduce
costs, including increasing computer access to students through partnerships.
3. Unserved Populations
The consortium members do not currently have any apprenticeship programs. There
is a strong need to develop pathways into these programs. We plan to address this
gap by participating in the WIB-led planning effort to establish a pre-apprenticeship
program in the county that provides a pathway to full apprenticeship programs.
There are a significant number of people in our community with disabilities that could
benefit from greater access to non-credit instruction; however we lack data about the
extent of these needs and full knowledge of the ways in which non-credit instruction
could be of benefit to this population. Our plan to address this gap is to assess the
extent to which we can better serve those with disabilities through better utilization of
non-credit instruction and through better coordination and alignment of services and
then develop and implement a plan to improve services within the resources
available. The needs of those with disabilities should be considered in the planning
process for each of the pathways.
There are insufficient GED testing sites to meet the needs of our county’s
population. For instance, GED testing is not available in the jails. To address this
problem, we plan to assess the needs for GED testing and determine the optimum
solution given those identified needs, the available delivery mechanisms, costs, and
available funds.
Scotts Valley and the San Lorenzo Valley are currently not served by our existing
adult education programs. Possible strategies to addressing this gap include
expanding the service delivery area for existing adult education programs; working
with the school districts serving these areas to begin offering adult education;
partnering with the County Office of Education to offer classes in these underserved
areas; and forming a new entity, such as a JPA, to serve the entire county.
Due to the rural nature of many parts of our county and limited transportation
options, many potential students are prevented from accessing non-credit
39 instruction. We plan to address this gap by increasing the offerings of online/distance non-credit instruction.
4. Information
The existing pathways are not well mapped nor well known by institutions or
students. We will address this issue by mapping the pathways, and informing
stakeholders and students about them. We will also identify and resource staff
responsible for updating the pathways and integrate the updating of pathways into
stakeholders’ instructional planning processes.
We currently do not have access to data on the numbers of students that transition
from one institution to another and their success at the next level. To address this
gap, we would like to see the integration of adult education systems into CalPASS+
and would request that CalPASS+ develop tools for importing, reporting, and
exporting data to enable consortia members to measure successful transitions,
retention and other indicators of success.
40 Table 4.1: Implementation Strategies to Address Identified Gaps Description of the Gap
Strategies to Address the
Resources needed
Gap
Estimate of
Responsible
Methods of
the Cost
Parties (Specific
Assessment
Timeline
school district(s)
or college(s))
Pathways not well
Map pathways, inform
Planning process may
Unknown at
Cabrillo College
Measure
Initial mapping
mapped and well known
stakeholders and students. accomplish initial mapping.
this point
PVUSD
efficacy of
2014-15
by institutions or
Identify and resource staff
Need to integrate updating of
SCCS
pathways by
students.
responsible for updating
mapping into stakeholders
Potentially other
number of
pathways. Integrate
curriculum planning,
stakeholders
students that
updating of pathways into
development, scheduling and
transit the
stakeholders instructional
review processes. Potential
pathway
planning processes.
need for some party to take the
lead in coordinating a regular
review.
Need to align curriculum
Convene faculty from
Convening and facilitating
levels across the county, different institutions that are meetings of faculty. Potential
Unknown at
Cabrillo College
Numbers of
Identification of
this point
PVUSD
students
needs and
if not regionally, to
teaching similar courses to
need for project management to
SCCS
successfully
opportunities:
facilitate horizontal
identify opportunities for
assist with alignment across
Potentially other
transiting
2014-15
movement between
improving student success
multiple institutions. Potential
stakeholders
pathways to
planning
providers and vertical
through better alignment
need for professional
their intended
process.
movement to higher
and coordination of
development and curriculum
goals.
Subsequent
education.
courses.
development resources to
steps to be
support efforts to make changes.
determined by
planning
process.
41 Description of the Gap
Strategies to Address the
Resources needed
Gap
Estimate of
Responsible
Methods of
the Cost
Parties (Specific
Assessment
Timeline
school district(s)
or college(s))
Different assessment
Assess the extent to which
State and regional efforts to
Unknown at
Cabrillo College
Numbers of
Identification of
instruments are used
this is a problem and work
standardize and to negotiate
this point
PVUSD
students taking
needs and
across the county
towards common
with vendors will have an impact
SCCS
assessments,
opportunities:
resulting in students
assessment instruments
on the level of effort and
Potentially other
student success 2014-15
having to be reassessed and common standards for
resources required at the local
stakeholders
in courses
as they move between
placement across different
level. Absent that
placed in and in process.
institutions.
providers.
convening/facilitating and project
subsequent
Subsequent
management assistance will be
courses.
steps to be
planning
required to bring the different
determined by
institutions together to develop
planning
and implement a plan. Funds
process.
may be required for acquiring
assessment instruments,
establishing cut scores,
curriculum development, and
professional development.
42 Description of the Gap
Strategies to Address the
Resources needed
Gap
Estimate of
Responsible
Methods of
the Cost
Parties (Specific
Assessment
Timeline
school district(s)
or college(s))
Insufficient GED testing
Assess needs for GED
Convening, facilitating meetings Unknown at
sites to serve population. testing. Determine optimum of stakeholders. Research into
GED testing not available solution given needs,
options. Funds for acquisition of
in the jails.
testing systems, fees.
available delivery
this point
PVUSD, SCCS
Numbers of
Identification of
students taking
needs and
GED.
opportunities:
2014-15
mechanisms, costs, and
planning
available funds.
process.
Subsequent
steps to be
determined by
planning
process.
43 Description of the Gap
Strategies to Address the
Resources needed
Gap
Estimate of
Responsible
Methods of
the Cost
Parties (Specific
Assessment
Timeline
school district(s)
or college(s))
No data on the numbers
Integrate adult education
Agreement from CalPASS+ to
Unknown at
Cabrillo College
On
Dependent on
of students that transition systems into CalPass+.
include Adult Education and
this point
PVUSD
implementation
CalPASS's
from one institution to
Request CalPASS+ to
other providers in their system.
SCCS
of system:
ability to
another and their
develop tools for importing, Development of processes,
Potentially other
# of
support and
stakeholders
participating
complexity of
success at the next level. reporting, exporting data to technology required to import
enable measuring
data from adult ed and other
institutions
assembling
successful transitions,
providers into CalPASS+.
Frequency of
data into
retention and other
Integrating use of this data into
data uploads
uploadable
indicators of success.
stakeholders' institutional
#s of students
format.
planning, evaluation and
entered into the
resource allocation cycles.
system
Utilization of
data in
planning,
evaluation,
resource
allocation
cycles.
44 Description of the Gap
Strategies to Address the
Resources needed
Gap
Estimate of
Responsible
Methods of
the Cost
Parties (Specific
Assessment
Timeline
school district(s)
or college(s))
Scotts Valley and the
Possible strategies include
Funds for instruction, room use
San Lorenzo Valley are
expanding the service
not served by our
Unknown at
To be determined Utilization of
Identification of
fees, administration, other costs this point
through planning
services as
needs and
delivery area for existing
associated with delivering
process
measured by
opportunities:
existing adult education
adult education programs;
instruction in a new location.
enrollments,
2014-15
programs.
working with the school
course
planning
districts serving these areas
completions.
process.
to begin offering adult
Subsequent
education; partnering with
steps to be
the County Office of
determined by
Education to offer classes
planning
in these underserved areas,
process.
forming a new entity, such
as a JPA to serve the entire
county.
45 Description of the Gap
Strategies to Address the
Resources needed
Gap
Estimate of
Responsible
Methods of
the Cost
Parties (Specific
Assessment
Timeline
school district(s)
or college(s))
Need additional
Assess needs, determine
Planning assistance, funds for
Unknown at
Cabrillo College
Utilization of
Identification of
computer labs and
costs of acquisition,
acquisition, installation,
this point
PVUSD
computer labs.
needs and
upgrades to computers
operation and replacement. operation including technical
SCCS
Course
opportunities:
and software in existing
Look for opportunities to
support, and periodic
Potentially other
completion rate 2014-15
labs.
reduce costs, increase
replacement.
stakeholders
for those
planning
utilizing labs.
process.
availability through
partnerships. Identify
Subsequent
available resources.
steps to be
Develop plan for meeting
determined by
needs within available
planning
resources.
process.
Adult Education students To be developed through
To be determined through
Unknown at
Cabrillo College
To be
To be
would benefit from
planning process.
this point
PVUSD
determined
determined
increased counseling
SCCS
through
through
and guidance services to
Potentially other
planning
planning
help them set
stakeholders
process.
process.
planning process
educational goals,
develop education plans
to reach those goals, and
to identify and obtain
support services needed
to be successful in
reaching those goals.
46 Description of the Gap
Strategies to Address the
Resources needed
Gap
Estimate of
Responsible
Methods of
the Cost
Parties (Specific
Assessment
Timeline
school district(s)
or college(s))
Need for professional
Convene county-wide team Staff time to coordinate
Unknown at
Cabrillo College
Retention,
Planning 2014-
development for faculty
with representation from all professional development
this point
PVUSD
success of
15,
across all stakeholder
districts to assess and take across all participating
SCCS
students,
Implementation
on-going.
institutions in a variety of advantage of opportunities
institutions. Funds for delivering
Potentially other
persistence to
areas including: adult
to align, coordinate
professional development
stakeholders
completion.
learning theory,
professional development
(presenters, instructional
contextualized
investments.
materials). Stipends for part-time
instruction, integration of
faculty.
technology into
instruction, on-line
instruction, consistent
leveling of instruction
across institutions.
Due to the rural nature of Increase the offerings of
Learning management system
Unknown at
To be determined Courses
To be
many parts of our county on-line/distance noncredit
such as Blackboard.
this point
through planning
offered,
determined
and limited transportation instruction.
Professional development on
process
enrollments to
through
options, many potential
on-line/distance instruction for
assess demand. planning
students are prevented
faculty. Curriculum designed for
Retention,
from accessing noncredit
distance/on-line delivery.
completion,
instruction.
Infrastructure to support on-line
persistence in
registration.
pathway to
measure
efficacy.
47 process.
Description of the Gap
Strategies to Address the
Resources needed
Gap
Estimate of
Responsible
Methods of
the Cost
Parties (Specific
Assessment
Timeline
school district(s)
or college(s))
There is a need for easy
Advocate for state or
access to robust,
regionally organized
research-based, field
repositories of curriculum
tested curriculum.
supported by the
Curated, on-line repository.
Unknown at
To be determined Frequency of
To be
this point
through planning
shared
determined
process
curriculum
through
being utilized.
planning
technology and human
process.
resources necessary to
support utilization and
continuous improvement of
the curriculum. Provide
professional development
and other supports and
incentives for utilizing
curriculum that is effective
in delivering outcomes.
The county does not
Participate in the WIB-led
To be determined through
Unknown at
Workforce
planning process.
this point
Investment Board transitioning to
determined
programs, although there a pre-apprenticeship
apprenticeship
through the
are some in neighboring
programs.
planning
counties. There is a need provides a pathway to full
Success of
process
to develop pathways into apprenticeship programs.
students in
these programs.
apprenticeship
have any apprenticeship planning effort to establish
program in the county that
# of students
programs.
48 To be
Description of the Gap
Strategies to Address the
Resources needed
Gap
Estimate of
Responsible
Methods of
the Cost
Parties (Specific
Assessment
Timeline
school district(s)
or college(s))
There are a significant
Need to assess the extent
To be determined through
Unknown at
To be determined To be
To be
number of people in our
to which we can better
planning process.
this point
through planning
determined
determined
community with
serve those with disabilities
process
through
through
disabilities that could
through better utilization of
planning
planning
benefit from greater
noncredit instruction and
process
process
access to noncredit
through better coordination
instruction, however we
and alignment of services
lack data about the
and to then develop and
extent of these needs
implement a plan to
and full knowledge of the improve services within the
ways in which non-credit resources available. The
instruction could be of
needs of those with
benefit to this population. disabilities should be
considered in the planning
process for each of the
pathways.
49 Objective #5: Plans to employee approaches proven to accelerate a student’s progress toward his or her academic or career goals The three career pathway groups have identified a number of effective practices, some
currently offered within the Consortium, and others emerging as excellent approaches
for use in accelerating student progress towards their academic or career goals.
Discussions on these “best practices” have focused on enhancing and scaling several
existing; however, analysis of resource needs and costs makes clear that this cannot be
achieved with existing apportionment funding alone. The SCCADC have prioritized
these approaches according to those determined to be most important overall in
demonstrated effectiveness for student success within the Consortium. These specific
approaches are the following:
•
Articulation Specialists – Staff that is identified and who are a consistent presence at
both Cabrillo and the Adult Schools and can also provide accurate information to
students from both educational systems is a critical ingredient in many of the proven
models to accelerate Adult Education student success. Also embedded into these
services are counseling, academic advising, college navigation support, Education
Plan development and career pathway advising, as well as referrals to an array of
college and community-based support services. Other services that should be
provided are a working knowledge of high-need vocational areas and on-going
collaboration with business and industry sectors.
•
Bridge or transition programs that combine short-term vocational courses with
stackable modular skill-based sequenced learning with basic skills in reading,
writing, math and communication skills. Investigate model bridge programs like
Career Advancement Academy (CAA), Career Ladders Project and/or I-BEST
models. In addition, research the use and feasibility of cohort-based bridge
programs, inclusive of contextualized basic skills instruction, career or vocational
focused coursework, and the use of extensive student support services.
•
Access to and training in robust research based, field tested curriculum in the
academic areas of ESL, ASE, Math and English and the investigation of other
options for instructional delivery methods that complement and supplement face-toface instruction: Hybrid, Noncredit, On-line, Intensive preparation courses (“boot
camps”) and those with a strong affective, non cognitive approach (ACE). These
strategies facilitate transitions for adult learners to employment or post-secondary
education.
50 •
Peer mentoring has been shown to deepen student connections to the campus
community, provides accessible advising and navigation support, and may expand
the capacity of the counseling department.
•
Development of region-wide progress indicators for student success and a method
for tracking this data
•
Development of a common data tracking system region-wide that will compile all
relevant areas of student success: entry points, pre and post assessments,
enrollment data, the number of certificates earned, job placement, and other
progress indicators. This tracking system should include a student portfolio capable
of following the student through a referral or transitional process from one entity to
the next.
•
Pre-apprenticeship and apprenticeship programs are a demonstrated earn-and-learn
strategy that supports students along an educational pathway and into a highdemand field. The expansion of apprenticeships with accessible on-ramps has the
potential to benefit increased numbers of Adult Education students.
•
Training on programs that concentrate on student social and interaction skills which
are known to effect student academic success with higher retention strategies and
reducing perceived academic barriers. Programs like, ACE, (Academy of College
Excellence) a Cabrillo College Program, which focuses on the affective, noncognitive areas of student development and teaches elements of self-knowledge and
self-discipline and other programs with access to licensed social workers/wellness
centers to assist with barrier removal and retention strategies.
51 5.1 Work Plan for Implementing Approaches Proven to Accelerate a Students Progress toward his or her academic or career goals Description of the
Approach
Tasks/Activities Needed to
Implement the Approach
Resources needed
Need to have access to
robust research based,
field tested curriculum in
academic areas of ESL,
ASE, Math & English and
training
Advocate for state or
regionally supported
repositories of curriculum
supported by technology that
members can obtain easily.
Staff development that allows
for faculty to review,
articulate, and update
curriculum with community
partners to continuously
ensure that instructional
content is viable and still
appropriate
Articulation Specialists
Investigate other options
for instructional delivery
Estimate
of the
Cost
Responsible Member
(Specific school
district(s) or college(s))
Methods of
Assessment
Timeline
Curated, on-line repository
N/A
Staff and department time for 75,000
curriculum review annually
Funding
Possibly outside
facilitators and faculty
from Cabrillo and the
adult schools
Enrollment,
persistence,
transitioning
students pre
and post
testing &
surveys
3/15 -
All student support
Funding
75,000
All members
Data
1/1/2016
Research other instructional
options that complement and
supplement face-to-face
instruction: Hybrid, Noncredit
on-line, intensive courses
(boot camps), & affective, non
cognitive approach, ACE
expansion
Outside facilitator
Staff time to review other
options
Technology learning
systems: Blackboard
Curriculum designed for
these learning options
20,000
Instructional leaders
from both systems
Outside facilitators &
professional experts
Enrollments in 3/15 classes and
demand from
the
community.
Retention,
completion
and
persistence
rates
52 Description of the
Approach
Tasks/Activities Needed to
Implement the Approach
Bridge or transition
programs that combine
short-term vocational
courses with stackable
certificates
Resources needed
Estimate
of the
Cost
Responsible Member
(Specific school
district(s) or college(s))
Methods of
Assessment
Timeline
Research Career
Staff time
Advancement Career Ladders Consultants
and I-BEST Programs
Training
Investigate cohort,
contextualized and intensive
student support services
100,000
Cabrillo, WAAE &
SCCS
Data,
Enrollment
6/15/2015
Peer Mentoring
Strategies to deepen student
connections
Counseling and
articulation specialists
75,000
Cabrillo, WAAE &
SCCS
Student
6/15/2015
Present ations
and
participants,
referrals
Region-wide Progress
Indicators
Each system will identify
through Asset Mapping
Staff time/funding
Outside facilitator
7,500
All members
organizations
List of
Progress
Indicators
6/15/2015
Common Region-Wide
tracking systems
Universal forms with common Researcher, funding
questions, capability of a
Software
student portfolio with all
essential student data
transferrable from one system
to another
50,000
Researcher, All
member organizations
Referrals,
facilitation of
transitions
9/15/2015
Establishment of more
CTE cohorts of students
transferring to 4 year
colleges or universities or
entering preapprenticeship or
apprenticeship programs
Research and expand on
Metro/Stem/Academy with
CSUs and UCs
15,000
Counseling, Outreach
at member
organizations
Labor Unions, CET,
WIB
Transfer data
Enrollment
numbers,
certificates
9/15/2015
Outreach, Marketing
Staff time
53 Objective #6: Plans to collaborate in the provision of ongoing professional development opportunities for faculty and other staff To date the Work Group/Planning Team has identified three professional development
opportunities that are currently in practice within the Consortium. They are the Cabrillo
College Flex Week, the Pajaro Valley Unified School District, and the Santa Cruz City
Schools In-Service Training. Some of these events could be made available to other
Consortium members at little or no additional cost.
As AB86 planning progresses, the Consortium and its workgroups are noting priorities
and opportunities for professional development to support effective implementation
strategies outlined in Objective 5 of AB86. For example, the Consortium would like to
conduct an inventory of current professional development activities, region-wide to
identify those that could serve broader numbers of people. The collaborative
professional development plan to be developed will identify activities, participants,
delivery modes, frequency and costs associated with each professional development
proposal. The plan will be aligned with the strategies identified in Objectives #3, 4 and
5.
The Consortium has identified the following professional development needs or
strategies to use region-wide involving all stakeholders. This is only a partial laundry list.
As our plans expanding programming, aligning pathways and implementing new
teaching methodologies are prioritized and resourced we plan to make strategic
investments in professional development that support those initiatives.
•
“Asset Mapping” for a more comprehensive approach in building awareness in who,
where and how adult learners access our services, a directory of what these
services are and where they are located. This ‘Asset Mapping” should also include a
method for a county-wide referral process for adult learners for them to easily access
these services and for member agencies to easily refer.
•
Training in the following instructional strategies: the development of appropriate
curriculum for adults and meaningful student learning outcomes; learning
communities; cohort based instruction; peer mentoring; contextualized, modularized
and accelerated learning; technology enhanced instruction; and effective retention
strategies.
•
Vocational ESL instruction that integrates occupational skills and language
instruction such that English language learners can acquire language and work skills
in the same program of instruction.
54 •
Alignment of professional development calendars across the partnering institutions
to enable countywide training on topics that would be of value to multiple partners.
We see sharing of professional development as being of value well beyond our
AB86 interests.
•
Development of an email list or other Internet enabled method for communicating
professional development opportunities across our systems.
•
Continuous striving towards cultural competency among staff, faculty and
administrators to ensure that all instructional practices are culturally relevant to adult
learners in our community.
55 Table 6.1 Current Professional Development In the table below, identify current, effective professional development strategies carried out by consortium members that could
be adapted for consortium-wide use
Program Area(s)
Addressed
Estimated Cost to
Implement
Consortium-Wide
Topic
Professional Development Strategy
Cabrillo College
Professional Development
Days
Include member and partner agencies when appropriate
BS, ESL, CTE,
Adult with
substantial
disabilities
0-10,000
depending on
whether staff must
be paid for
attendance.
PVUSD and SCCS
Include Cabrillo and other member or partner agencies
when appropriate
BS, ESL, Adult
with substantial
disabilities
0-10,000
depending on
whether staff must
be paid for
attendance.
Identify existing professional development offerings that
could be made available to consortium members.
Develop a process and technology for sharing these
opportunities across the consortium.
All five areas
2,000-5,000
In-Service Training
An assessment of current
Professional Development.
56 Table 6.2 Collaborative Professional Development Plan In the table below, identify current, effective professional development strategies carried out by consortium members that
could be adapted for consortium-wide use
Topic
Collaborative Professional Development Strategy
(Activities, Participants, Delivery Mode,
Frequency)
Program Area(s) Addressed
Professional
Development Asset
Mapping
Building a comprehensive approach in
awareness of who the adult learners is and what
their academic needs are to develop a method
for county-wide referrals for them to easily
access these services
Directory of County-wide
services Participant Data
57 Estimated
Cost to
Implement
ConsortiumWide
10,00020,000
Topic
Collaborative Professional Development Strategy
(Activities, Participants, Delivery Mode,
Frequency)
Program Area(s) Addressed
Professional
development for faculty
across all stakeholders
institutions in a variety
of areas including adult
learning, modularized,
contextualized and
accelerated learning
strategies. Integration of
technology into
traditional and distance
education with
consistent leveling of
instruction across
institutions.
The development of learning communities
between members regionally working at least
quarterly for the development of key concepts in
basic skills, workforce preparation, ESL, cultural
competency, Consortium "Big Picture Topic,"
integrated reading and writing, Vocational ESL
and CTE career development. Topic areas to
identify could be pre- collegiate skills, soft skills
training, critical thinking, computer literacy and
problem-solving. Professional experts to engage
in the facilitation of learning communities and
provide training regionally. Engage all constituent
groups in professional development from the two
institutions that would include administrators,
faculty and staff to facilitate a specific "learning
culture" regionally. Vocational ESL and CTE
career development. Topic areas to identify could
be pre- collegiate skills, soft skills training, critical
thinking, computer literacy and problem-solving
Addresses all five program
areas: Basic skills, ESL,
apprentice- ships, shortterm vocational and adults
program areas: Basic skills,
ESL, apprentice- ships,
short-term vocational and
adults with disabilities
Innovative Technology
Uses
Method of information sharing and member
participation and the development of a database
for instructor teaching and learning. Develop
websites, blogs and chatrooms for continued
collaboration. A method of continued
collaboration workshops regionally of additional
topics of interest for example, on workforce
development, cultural competency,
communication
Addresses all five areas
58 Estimated
Cost to
Implement
ConsortiumWide
Unknown at
this time
Unknown at
this time
Objective #7: Plans to leverage existing regional structures, including but not limited to local workforce investment areas. The Consortium members and partners have joined together in many different
configurations to undertake collaborative efforts over the last few decades. Examples
most relevant to the AB86 work include the Ladders Project, Fast Track to Work, S4C,
and WD 2.0.
The Ladders Project was a collaborative effort on the part of Cabrillo, the Adult Schools,
the Workforce Investment Board, the County Social Services Department, EDD, ROP,
Shoreline and others to build CTE pathways for English language learners in
construction, office work, child care, and health careers. This highly successful project
was funded by the Packard Foundation and the County Social Services department with
TANF and JTPA funds.
Fast Track to Work provides wrap-around services to CalWORKs and WIA students at
Cabrillo and is funded by the college, the WIB, and the County Social Services
Department.
Workforce Development 2.0 (WD 2.0), funded by the Bay Area Workforce Funding
Collaborative, and the Santa Cruz County CTE Collaborative (funded by SB1070)
brought many of the same partners as the Ladders Project as well as the county’s
middle and high schools together to create career pathways for youth and adults. These
two efforts provided the foundation for the on-going S4C.
Santa Cruz County College Commitment (S4C) brings every publicly funded institution,
from pre-K to university, together to undertake collaborative activities that promote
college success. Examples include the Fourth Grade and Seventh Grade Experiences
that bring the entire fourth grade cohort to Cabrillo for a day and the seventh grade
cohort to UCSC or CSU Monterey Bay for a day, College Awareness Week, and
CollegeSpring that provides low-income youth with an intensive college test preparation
and college application course.
The above efforts all have had a funding source that could be utilized to support
collaboration. Where the funding source has endured, the collaborations have endured.
In most cases, when that source has ended, the collaborations have not been able to be
sustained. The benefits of these collaborations have been quite substantial and have
fueled a desire to collaborate more and to do so in a more sustainable way that is less
dependent on short-term funding.
We have also learned a great deal about what it takes to make a collaborative
successful. Among the ingredients are these: use of skilled facilitators/conveners who
59 can ensure that when we bring partners together the meetings are well organized and
productive; light-weight project management services that help coordinate the efforts of
multiple institutions to get real work accomplished; data about collaborative outcomes
that makes visible and measurable the results of collaborative work so that partners
have a yardstick by which to measure the return on their investment; information
sharing technology that facilitates communication across institutional boundaries; and
finally an approach to collaboration that is focused on surfacing partner’s real interests,
finding the intersections of those interests, and focusing efforts on shared investments
that meet those shared interests in a tangible way.
AB86 holds the promise of providing a sustainable funding stream to resource
strategies we know how to execute. We have used the planning process to surface
interests of the different stakeholders, to identify where those interests intersect and
how we might work together to realize them. We have also built consensus on the
importance of developing a shared data system that enables us to track student
progress across multiple institutions, completion of courses and programs, and success
in the labor market. As funds become available to build our capacity to better serve our
shared students, this data will become essential to evaluating the many possible areas
for investment, choosing those which have the greatest potential for improving
outcomes, and evaluating these efforts so that we can make adjustments as we better
learn what works. We have also used the process to build relationships at multiple
levels within our institutions, particularly among faculty. Our experience has been that
collaborative investment requires that the partners know each other’s institutions,
services, and values. The speed and effectiveness of collaboration depends on how
widely this knowledge is shared within the partnering institutions and how many
personal connections there are between institutions at multiple levels.
Our plans in this area will become more concrete as information essential to making
those plans becomes available. We look forward to knowing the level of funding, how
that funding will be allocated, what constraints there will be on how the funding is used,
what outcomes we will be held accountable for, and what state level support will be
provided for data sharing across our systems.
We do know that having staff that are dedicated to building cross-institutional
collaboration is essential. In accordance with this the AB86 Cabinet has determined that
the highest priority for AB86 funds beyond the maintenance of effort is to resource an
Executive Director position that will be responsible for working across the member and
partner institutions to facilitate our collaborative efforts.
Below and in table 7.1 we list organizations that have a stake in adult education and are
potential partners. Which of these partnerships we pursue and in what order will be
determined as the funding and requirements of AB86 become clearer.
60 •
The WIB (Workforce Investment Board): Pre-employment training and job
training services are provided by the WIB, High school Equivalency Programs,
Computer training and provides a regional assessment of labor market and
trends
•
Center for Employment: Pre-Apprenticeship services that would link to
apprenticeship programs in nearby counties, job prep, placement and work
experience training
•
HOPE Rehabilitation Services provides training for adults with disabilities: job
training and placement, and work experience
•
Santa Cruz County Correctional facilities: High School Equivalency Programs,
Parenting, Drug Rehabilitation, ESL, Tutoring and Assessments
•
The Volunteer Center provides courses for immigrants eligible for educational
services in: citizenship, ESL, workforce preparation, psychiatric services to adults
with disabilities, high school equivalency prep, basic skills, literacy, and reentry
services for jail or prison (Friends Outside).
•
The Watsonville and Santa Cruz County Libraries: ESL instruction, tutoring,
computers
•
Live Oak Family Resource Center: ESL, basic computer skills, tutoring,
accessible child care, and parenting
•
Shoreline: Basic job interview and soft skills, cosmetology
•
Migrant education: parenting workshops, child care and Family Literacy, ESL
•
Casa de la Cultura: ESL, Literacy
•
CAB Community action Group provide services to day workers: ESL, job prep
•
ROP offers courses in the follow vocational areas: Dental x-rays, Dental
Assisting, Medical Assisting, Hospitality (Serve/Safe), construction, allied health,
office skills and childcare.
•
Employment Development Department: makes referrals to various organizations
on behalf of job seekers
61 Table 7.1 Leverage Resources Partner Institution
Supporting Regional
Consortium
ROP, Cabrillo,
WIB
Program area to be
addressed (1-5)
Pre-apprentice-ship &
Apprenticeships
Tasks/Activities Needed
Member
to Implement Support of
Partner Contribution** Timeline
Counterpart(s) *
the Program
Identify instructional
Cabrillo, PVUSD, Instructional
6/15/15
need/gaps that member SCCS
support,staff time and
groups can support
facilities
PVUSD
Certification
programs
Short-term vocational
Identify additional
pathways within a
vocational areas so
students can acquire
more skill development
to move up within the
career; for example,
CNA to LVN.
Cabrillo, SCCS
The Volunteer Ctr.
Basic Skills, ESL,
workforce preparation,
HS Equivalency,
literacy, re-entry for
corrections, Adults
with disabilities
Investigate ways to
increase GED
enrollments with
expansion of facilities
and noncredit
instruction. Provide
outreach and
recruitment and other
student services.
Provides psychiatric
disability services
Cabrillo, PVUSD, Provide facilities,
6/15/15
SCCS
referrals. In-kind
student support from
college counselors,
admissions and
records, and specific
categorical programs:
EOPS, CalWORKs
etc.
62 Provide facilities for
potential expansion
6/15/15
Partner Institution
Supporting Regional
Consortium
Workforce
Investment Board
ABE, BS, Short-term
Voc
EDD
CTE
In-service training to
determine levels of
service. Labor market
analysis for SCCo
Cabrillo, PVUSD, Referrals for job
SCCS
seekers
6/15/15
CET
Pre-apprenticeships,
job prep, placement
and work experience
Align programs with
class offerings at
Cabrillo and Adult
Schools, Outreach and
branding activities
Cabrillo,
PVUSD/WAAE,
SCCS
Referrals,
Instructional
materials, and staff
time
6/15/15
HOPE
CTE, Workforce
training, & work
experience
Services for adults with
disabilities
Cabrillo,
PVUSD/WAAE,
SCCS
Facilities, staff time
and referrals
6/15/15
County Libraries
ESL, Tutoring,
Computer Trng
Outreach and
alignment
Cabrillo,
PVUSD/WAAE,
SCCS
Faciltiies, Tours,
library cards
6/15/15
Program area to be
addressed (1-5)
Tasks/Activities Needed
Member
to Implement Support of
Partner Contribution**
Counterpart(s) *
the Program
Investigate the program Cabrillo, PVUSD, Facilities, referrals
offerings and identify
SCCS
and enhancement of
areas that can be
curriculum
integrated and provided
by partner. Develop a
specific referral process
and procedure to their
career training and
programs
63 Timeline
6/15/15
Partner Institution
Supporting Regional
Consortium
Correctional
Facilities
Program area to be
addressed (1-5)
HS Equivalency,
Parenting, drug
rehabilitation,
assessments, ESL
Tasks/Activities Needed
to Implement Support of
the Program
Materials, Instruction,
Outreach and
Alignment of programs
and assessments
Member
Counterpart(s) *
Partner Contribution**
Timeline
Cabrillo,
PVUSD/WAAE,
SCCS
Assessments,
Facilities, Instructors,
materials
6/15/15
Live Oak Family
Resource Center
ESL, computers,
tutoring, child care,
parenting
Scheduling and
alignment of programs
assessments, and
outreach
Cabrillo,
PVUSD/WAAE,
SCCS
Assessments,
faciltiies, instruction,
materials,
6/15/15
Shoreline
Job interviews, soft
skills, Outreach,
recruitment, alignment
of schedules, Cabrillo,
PVUSD/WAAE, SCCS
Outreach, alignment of
programming,
scheduling
Cabrillo,
PVUSD/WAAE,
SCCS
Workprep materials,
soft skills, materials
6/1/16
County Office of
Education
ROP, Migrant
Education
Marketing, Outreach,
Articulation of
programming
Cabrillo,
PVUSD/WAAE,
SCCS
Job training in
vocational areas
6/1/16
64 ACKNOWLEDGEMENTS The Santa Cruz County Adult Education Consortium would like to thank the following
individuals and organizations for their participation in the AB86 planning process.
AB86 Cabinet
Laurel Jones, Superintendent/President, Cabrillo College
Dorma Baker, Superintendent, Pajaro Valley Unified School District
Kris Munro, Superintendent, Santa Cruz County Schools
Rock Pfotenhauer, Dean Career Education and Economic Development, Cabrillo
College
AB86 WORKING GROUP
Laurel Jones, President, Cabrillo College
Dorma Baker, Superintendent Pajaro Valley Unified School District
Kris Munro, Superintendent, Santa Cruz County Schools
Nancy Bilicich, Director, Watsonville/Aptos Adult Education
Lysa Tabachnick, Prinicipal, Santa Cruz County Schools
Todd Livingstone, Assistant Principal, WAAE
Jack Carroll, Instructor, WAAE
Rachel Mayo, Dean, Education Centers and Online and Innovation Learning
Graciano Mendoza, Cabrillo College, Director Business Services
Terrance Willett, Director PRO, Cabrillo College,
Terra Morris, Research Analyst Cabrillo College,
Rock Pfotenhauer, Dean, Career Education and Economic Development, Cabrillo
College
65 AB86 PATHWAY PLANNING TEAMS
ESL PATHWAY:
Rachel Mayo, Dean, Education Centers and Online and Innovation Learning
Eva Acosta, Counselor, Cabrillo College
Gail Brenner, Instructor ESL, Santa Cruz Adult School
Zarmina Dastagir, ESL Instructor, Cabrillo College
Marilyn Hyde, Instructor, WAAE
Francesca Hampton, Instructor, WAAE
Mary Anne James, Santa Cruz County Office of Education
Amy Jewell, Instructor, ESL Chair, WAAE
Jason Malone, ESL Instructor, Cabrillo College
Margaret Peggy Miles, ESL Instructor, Santa Cruz Adult School
Annette Nartates, Admin, WAAE
Nancy Phillips, Reading Center Director/ESL Chair, Cabrillo College
Tiffen Shirey, Instructor, WAAE
James Weckler, Division Dean Business, English and Language Arts, Cabrillo College
Terrance Willett, Director PRO, Cabrillo College
BASIC SKILLS PATHWAY
Rachel I. Perez, Facilitator
Tamara Cotto, Instructor, Santa Cruz Adult School
Donna LaValley, Instructor, Santa Cruz Adult School
Joleigh Kambic, Counselor, WAAE
Teresita Marchisello, Instructor, WAAE
Beth McKinnon, Director of ASC (Accessibility Support Center), Cabrillo College
Terra Morris, Rearch Analyst, Cabrillo College
66 Deigo Navarro, Director, Cabrillo, ACE Program
Beth Regardz, Instructor Digital Media, Cabrillo College
Cynthia Stark, WAAE
CAREER TECHNICAL EDUCATION PATHWAY
Rock Pfotenhauer, Facilitator
Alia Ayyad, Director, CET
Nancy Bilicich, Principal, WAAE
Jack Carroll, Instructor, Department Chair CTE, WAAE
Leslie De Rose, CTE Coordinator, Cabrillo College
Jim Howes, Assistant Director, SCCROP
Barry Kirschen, Instructor, Department Chair, WAAE
Michelle Morton, Cabrillo College Library
Gary McNeil, Director, WIB
Pam Sanborn, Cabrillo College
ADMINISTRATIVE ASSISTANTS
Evie Alloy, Admin, Dean Career Education and Economic Development, Cabrillo
College
CONSULTANT
Rachel I. Perez, AB86 and Noncredit Education
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